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San  Franeisco  State  Normal  School 

BULLETIN  No.  2 


/ 

The  Essentials  of  Geography 


IN  THE 


Primary  and  Grammar  Grades 

FRANK  F.  BUNKER     :    :    :     and     :    :    :    EFFIE  B.  McFADDEN 

SUPERVISORS  OF  GEOGRAPHY 


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Copyright,  1903 

-  -  BY  -  - 
FRANK  F.  BUNKER 


Sacramento: 

<ON,         -        SUPT.    8T»TC    PHINIINO. 
1  90  3 


PREFACE. 


This  Bulletin  is  issued  primarily  for  the  use  of  the  student- teachers  in  our 
Training  School  as  a  general  outline  and  plan  of  geography  teaching.  It 
will  also  be  of  service  to  our  graduates  and  to  other  teachers  in  the  public 
school  work. 

Its  purpose  is  to  serve  as  a  practical  escape  from  the  prevalent  method  of 
text-book  memorizing  which  seems  to  have  settled  upon  geography  teaching 
__b2;  virtue  of  the  ease  by  which  lessons  may  be  assigned  and  courses  of  study 
mechanically  arranged,  without  serious  regard  to  the  educational  results. 
The  attempt  to  encompass  within  the  covers  of  a  single  text  the  immense 
and  varied  materials  of  geography  knowledge  is  manifestly  impossible. 
Necessarily  this  knowledge  is  so  hopelessly  condensed  and  the  language  so 
general  and  vaguely  abstract  that  mere  memorizing  can  give  nothing  but 
words  and  conveys  little  real  intelligence  to  the  mind  of  the  average  pupil. 

The  main  points  of  divergence  upon  which  the  work  outlined  in  this 
Bulletin  throws  emphasis  are  : 

1.  The  acquirement  of  visual  images  of  the  maps  of  the  world  instead  of 
mere  memory  of  words  concerning  these  maps. 

2.  The  acquirement  of  a  mass  of  concrete  and  interesting  details  and 
reactionary  feelings  relative  to  the  areas  and  countries  of  the  earth.  This 
material  may  be  acquired  by  the  pupil  either  from  books  of  travel,  read  by 
the  pupil  himself,  or  told  to  him  by  the  teacher.  This  material  precedes 
the  definite  learning  of  the  few  essentials  and  general  facts  which  may  be 
deduced  from  these  varied  stories  and  descriptions.  Once  the  details  are 
covered,  the  essential  facts  should  be  given  with  as  much  insistence  upon 
memory  drill  as  now  is  put  upon  the  texts  without  this  preliminary  culti- 
vation. 

3.  The  teaching  of  physical  conditions  by  experimental  means  and  in 
connection  with  the  special  area  studied. 

This  plan  may  he  used  in  two  ways:  In  schools  provided  with  sufhcient 
library  and  supplementary  books,  the  topical  system  of  reading  by  the 
pupils  may  be  followed.  In  schools  which  are  not  thus  equipped,  or  only 
partially  equipped,  the  teacher  should  do  the  reading  and  then  tell  the 
stories  to  her  pupils.  The  materials  for  the  experimental  work  in  physical 
geography  will  be  found  simple  and  inexpensive. 

The  article  in  Chapter  III,  entitled  "Pictured  Relief,"  by  Walter  J. 
Kenyon,  was  taken  from  the  New  York  School  Journal  by  permission. 
With  this  exception  the  first  four  chapters  were  written  by  Frank  F.  Bunker. 
The  last  chapter  is  by  Effie  B.  McFadden,  supervisor  of  physical  geography. 

May,  1903. 
-^-_  (1) 


CHAPTER  I. 
THE  ESSENTIALS  OF  GEOGRAPHY. 


There  is  a  very  general  movement  among  educational  leaders  ?ind 
thoughtful  teachers  looking  toward  the  evaluation  of  the  studies  usually 
included  in  our  curricula.  We  are  beginning  to  realize  that  under  the 
impulse  given  teaching  by  the  so-called  New  Education  the  course  of  study 
is  overcrowded.  We  are  dissipating  our  energies  and  the  energies  of  our 
children  by  virtue  of  too  many  subjects.  The  consequence  is  that  some  of 
those  studies,  which  time  and  experience  have  shown  to  be  fundamental  and 
necessary  in  the  training  of  children,  have  been  neglected  to  a  considerable 
degree.  The  inevitable  reaction  has  set  in,  and  as  a  result,  teachers  and 
supervisors  are  carefully  examining  the  claims  of  these  several  studies  with 
a  view  to  an  intelligent  and  conservative  pruning  of  the  course. 

This  tendency  toward  the  elimination  of  those  studies  which  are  not 
most  essential  for  the  sake  of  more  efficient  work  in  the  teaching  of  those 
which  are,  has  not  stopped  with  the  mere  consideration  of  the  relative  value 
of  the  several  studies  as  wholes;  but  this  critical  examination  has  extended 
to  the  details  usually  comprehended  in  the  text-books  of  those  subjects' 
considered  most  essential.  Thus,  for  example,  it  is  universally  agreed  that 
arithmetic  deserves  a  place  in  the  curriculum.  But  the  notion  is  also  becom- 
ing quite  general  that  the  teaching  of  exchange,  of  stocks,  of  alligation, 
of  cube  root,  does  not  belong  in  the  arithmetic  of  the  grammar  grades. 
Further  than  this,  it  is  pretty  generally  agreed  that  the  subject  of  fractions 
should  be  taught  to  children.  But  it  is  also  becoming  a  prevalent  notion 
that  it  is  a  waste  of  valuable  time  to  have  children  change  mixed  numbers 
of  large  dimensions  to  improper  fractions.  So  this  process  of  evaluation 
has  not  stopped  with  the  subjects  of  the  school  curriculum  as  wholes,  but 
rightly  extends  to  the  most  minute  details  of  these  subjects. 

Geography  is  coming  to  be  recognized  as  the  study  of  Man,  his  home, 
and  his  activities;  and  as  such  it  deserves  a  much  larger  place  in  our  school 
work  than  it  has  ever  been  accorded.  Along  with  this  change  in  our  esti- 
mate of  the  value  of  Geography,  there  has  come  an  epoch-making  shift  in 
the  matter  of  the  details  which  should  be  presented  and  in  the  method  of 
their  presentation.  Instead  of  blindly  following  the  older  texts,  instead  of 
sitting  back  in  our  chairs  as  teachers  and  idly  running  our  fingers  down  the 
dry  and  sterile  wastes  of  map  questions,  as  we  solemnly  ])ropound  them  to 
our  children,  we  call  each  fact  in  question  and  ask,  "  Is  this  fact  important 
enough  to  justify  us  in  having  our  children  s])end  time  in  its  mastery?" 
We  are  asking  ourselves,  "  Is  it  really  essential  for  a  child  to  be  able  to  say 
as  a  bit  of  verbal  memorization  that  Nebraska  is  bounded  on  the  north  by 

(2) 


South  Dakota,  on  the  east  by  the  Missouri  River,  on  the  south  by  Kansas 
and  Colorado,  and  on  the  west  by  Colorado  and  Wyoming?"  We  are 
asking,  "Is  it  essential  after  all  that  a  child  should  be  able  to  locate 
Timbuctoo  or  to  name  the  tributaries  of  the  Amazon  River?"  While  it  is 
true  that  these  are  facts,  yet  we  ask,  "Are  they  facts  which  children,  or  for 
that  matter  adults,  7nost  need  to  know?" 

On  the  other  hand,  is  it  not  much  more  significant  for  California  chil- 
dren, at  any  rate,  to  learn  in  a  constructive  way  that  Nebraska  lies  in  a 
region  of  sufficient  rainfall  for  successful  farming  and  stock-raising  and  that 
it  has  excellent  means  for  the  cheap  transportation  of  its  products  by  virtue 
of  its  rail  and  water  way  facilities  ?  Is  it  not  much  more  vital  and  neces- 
sary that  the  child  have  associated  with  the  Sahara  region  of  Africa  a  feeling 
for  its  hot,  dry  climate;  its  sparse  population  and  vegetation;  its  few  oases; 
and  its  caravans  of  camels?  From  the  standpoint  of  culture  and  general 
information,  is  it  not  essential  that  the  child's  picture  of  the  Central  region 
be  a  picture  of  dense,  tropical  forests;  of  wild,  uncivilized,  primitive  canni- 
bals and  pygmies?  Should  not  this  region  be  to  him  a  region  of  the  won- 
derful explorations  of  Stanley  and  Livingston  and  a  region  producing  the 
world's  supply  of  ivory?  Is  it  not  of  greater  value  that  a  child  build  up  a 
feeling  for  the  antiquity  of  Egypt  and  for  the  great  and  mighty  place  it  has 
occupied,  and  the  noble  part  it  has  played  in  the  history  of  the  progress  of 
civilization?  I  ask,  is  it  not  better  for  the  teacher  to  spend  her  time  and 
the  time  of  her  children  in  building  up  these  associations  with  their  geo- 
graphical areas  than  to  learn  as  an  effort  of  the  special  memory  that  the 
aforesaid  Timbuctoo  is  a  town  of  5,000  negroes,  ten  miles  north  of  the  Niger 
River,  near  the  Sahara  Desert? 

Geography  treats  of  the  elements  of  many  of  the  sciences.  It  draws  its 
data  from  astronomy,  from  anthropology,  from  ethnology,  from  ornithology, 
from  meteorology,  and  from  geology,  not  to  mention  others.  Among  the 
million  and  one  interesting  details  which  might  be  taken  from  these  sciences 
and  legitimately  included  under  the  term  Geography,  it  is  not  to  be  won- 
dered at  that  many  non-essentials  have  crept  into  our  school  treatment  of 
this  most  important  subject.  I  presume  it  is  in  just  this  matter  of  tb-^ 
separation  of  the  essential  from  the  non-essential  that  teachers  feel  "Loast 
confidence  in  themselves;  and  being  hazy,  confused,  and  uncer+uin  in  their 
own  minds,  the  natural  tendency  is  to  fall  back  upon  the  traditional  and 
authoritative  treatment  to  be  found  in  the  several  text-books  of  Geography. 

It  will  help  us  in  looking  at  this  question  of  "  What  is  essential  in  Geog- 
raphy?" to  consider  geography  in  its  twofold  aspect:  (1)  its  formal 
elements;   (2)  its  content  or  cultural  elements. 

In  the  advanced  text  of  the  California  State  Series  Geography,  there  are 
about  two  thousand  geographical  names;  and  included  in  tlie  maps  there 
are  approximately  seven  thousand  more.  Of  this  number  the  ordinarily 
well-informed  man  could  probably  step  to  a  series  of  oU'Cline  maps  and 
accurately  locate  no  more  than  four  or  five  hundred.  As  ?i.  child  in  school 
his  list  was  very  much  larger,  but  upon  leaving  he  straightway  forgot  the 
most  of  it.     As  Mr.  Red  way  says:  "The  average  pupil  C'U  leaving  the  gram- 

(3) 


mar  school  undoubtedly  possesses  a  much  larger  stock  than  this — and 
promptly  proceeds  to  forget  all  but  about  one  hundred,  or  possibly,  half  as 
many  more.  He  then  adds  to  his  stock  the  names  that  may  be  called  the 
'unexpected,'  that  is,  the  names  that  come  into  use  through  discovery, 
political  change,  industrial  movement,  or  change  of  environment."  It 
would  seem  to  be  a  waste  of  time  to  require  our  children  for  the  sake  of  the 
"  unexpected"  to  spend  their  time  in  the  indiscriminate  mastery  of  these 
nine  thousand  names. 

Of  this  body  of  geographical  map  facts,  from  the  standpoint  of  general, 
usable  knowledge,  the  adult  needs  to  know  the  location  and  situation  of 
London,  but  he  has  little  use  for  Timbuctoo,  He  needs  to  know  New  York, 
Chicago,  St.  Louis,  San  Francisco,  but  has  little  need  for  Milpitas  or  Dead- 
wood  City.  He  needs  the  Mississippi  River,  the  Ohio,  and  in  his  own  State, 
the  Sacramento  and  the  San  Joaquin,  rather  than  the  Red  River  of  the 
North  or  the  Santa  Marguerita  of  San  Diego  County.  He  needs  these  facts 
because  that  body  of  information  which  passes  current  and  which  afiects  the 
world  and  its  people  in  a  large  and  vital  way  has  to  do  with  New  York  and 
London,  with  the  Mississippi  and  the  St.  Lawrence,  with  the  Amazon  and 
the  Nile.  So  from  the  standpoint  of  those  map  facts  which  are  common  to 
people  of  general  intelligence  we  could  easily  make  a  minimum  list  with 
respect  to  each  continent  which  children  should  know  and  know  perfectly. 

With  this  idea  of  the  essential  formal  elements  in  mind  let  us  turn  to 
South  America.  I  presume  that  however  much  we  disagree  on  minor  points 
there  will  be  no  disagreement  with  the  conclusion  that  the  child  should  have 
the  power  of  calling  up  before  his  mind's  eye  the  picture  of  the  contour  of 
South  America  enlivened  with  the  following  details:  The  principal  water 
partings,  the  Andes  Mountains,  the  Brazilian  Highlands,  and  the  Guiana 
Highlands,  together  with  their  corresponding  drainage  basins;  the  specific 
names  and  location  of  the  Amazon,  the  Orinoco,  and  the  La  Plata  rivers; 
the  location  of  Para,  Rio  Janeiro,  Buenos  Ayres,  Santiago,  and  Lima.  He 
should  be  able  to  point  out  and  name  at  sight  the  several  political  subdi- 
visions. Besides  these  formal  facts  to  be  gotten  from  the  study  of  the  map, 
1-3  should  be  able  to  see  South  America  in  relation  to  the  other  continents 
of  tfio  world,  to  the  chief  water  masses,  and  to  the  several  zones  of  light. 
Whatever  nr-rm  information  there  is  over  and  above  this,  and  there  is  much 
besides  which  i  s  required  by  your  text,  to  my  mind  is  special  information, 
the  learning  of  which,  if  it  ever  becomes  necessary,  should  be  entrusted  to  the 
initiative  of  ilcye  child,  which  initiative  will  be  operative  if  the  teacher  has 
been  careful  to  instill  in  him  the  necessity  for  constant  reference  to  an  atlas 
when  he  is  reaciing. 

This  is  the  :minimum  list  of  geographical  map  facts  which  I  have  already 
suggested  one  needs  of  South  America  in  order  that  he  may  be  in  touch 
with  that  body  of  knowledge  of  South  America  which  to-day  passes  cur- 
rent. Not  only  i^'or  this  reason  are  these  facts  needed,  but  for  the  further 
and  important  pui-pose  of  affording  a  foundation  for  work  on  what  may  be 
called  the  content  sJde  of  geography  teaching  and  study. 

H) 


At  this  point,  for  the  sake  of  clearness,  I  wish  to  summarize  in  a  sentence 
or  so  what  I  have  presented. 

Our  school  curricula  has  become  overcrowded,  and  in  consequence  the 
work  of  some  subjects  which  all  recognize  as  having  proven  their  right  to 
retention  have  suffered.  This  among  other  factors  has  set  students  to 
re-evaluating  studies.  This  process  of  evaluation  with  a  view  to  separating 
the  essential  from  the  non-essential  is  rightly  being  applied  not  only  to 
studies  as  wholes,  but  to  the  details  as  well.  Geography,  because  it  includes 
the  elements  of  many  sciences,  is  peculiarly  likely  to  contain  much  which 
is  of  less  than  the  greatest  value.  In  this  consideration  of  what  is  essential, 
it  is  helpful  to  consider,  first,  its  formal  elements,  by  which  I  mean  map 
facts  mainly;  and  second,  its  content  or  cultural  elements,  by  which  I  mean 
the  associations  one  builds  in  and  around  the  map  facts.  In  connection 
with  the  formal  elements,  I  pointed  out  that  the  basis  of  selection  was  t©  be* 
found  by  putting  and  intelligently  answering  the  following  question :  "  What 
map  facts  does  one  need  to  know  in  order  that  he  may  be  in  touch  with  that 
body  of  current  information  which  affects  the  world  and  its  people  in  a 
significant  way  ?"     I  answered  this  question  in  regard  to  South  America. 

I  wish  now  to  consider  the  more  difficult,  though  no  more  important 
part  of  this  question  of  essentials,  that  pertaining  to  the  content  or  cultural 
elements. 

To  our  minds  our  own  State  of  California  naturally  breaks  itself  up  into 
certain  geographical  areas,  the  characteristics  of  which  differ.  It  has, 
speaking  roughly,  its  valley  region  characterized  by  grain  and  fruit  raising, 
and  its  mountain  region  characterized  by  lumbering  and  mining.  So  with 
South  America,  with  Africa,  or  for  that  matter,  with  any  of  the  other  conti- 
nents; each  is  naturally  broken  into  certain  characteristic  areas.  For  our 
purpose,  I  presume  those  of  South  America  may  be  said  to  be:  the  Amazon 
region;  the  Orinoco  region;  the  La  Plata  region;  the  Andes  region;  and  the 
Patagonian  region.  With  each  of  these  areas  the  popular  mind  has 
associated  certain  facts  and  certain  feelings. 

To  illustrate  this  point,  take  the  Amazon  region.  If  I  were  to  ask  what 
the  Amazon  region  means  to  you,  I  presume  among  other  things  you  would 
tell  me  that  to  you  it  is  a  region  of  dense,  tropical,  luxuriant  vegetation; 
that  it  has  a  hot,  humid  climate;  that  its  chief  product  is  rubber;  that  its 
forests  are  the  homes  of  myriads  of  insects,  of  brilliant-plumaged  birds, 
and  of  tree-climbing  animals;  and  that  it  is  a  region  sparsely  populated  by 
semi-civilized  Indians  and  Negroes. 

That  the  Amazon  region  has  50,000  miles  of  navigable  waters  draining 
2,000,000  miles  of  area,  and  that  the  river  itself  inundates  a  region  1,000 
miles  long  and  200  miles  wide,  are  bits  of  special  information  readily  accessi- 
ble in  any  good  encyclopedia,  and  therefore  should  not  be  required  by  the 
teacher. 

By  contrast  let  us  turn  to  the  Andes  region.  Again  I  ask,  "  What  does 
the  popular  mind  associate  with  the  Andes  region?  "  To  most  of  us  without 
special  information  this  is  a  region  of  great  altitudes  and  of  precipitous 
slopes ;,  a  region  whose  climate  ranges  from  the  equatorial  heat  of  the  foot- 

(5) 


> 


hills  to  the  arctic  cold  of  its  mountain  peaks ;  and  a  region  characterized  by 
its  silver  mines  worked  by  natives  who  employ  crude  and  wasteful  methods. 

That  Chimborazo  is  20,478  feet  high  or  that  Quito  is  exactly  on  that 
parallel  of  latitude  which  we  call  the  equator  are,  again,  bits  of  special 
information  which  can  be  found  in  any  reference  book  on  the  region,  and 
being  special  in  their  nature  and  application  would  better  be  eliminated 
from  class-room  work. 

In  like  manner  we  might  take  the  Sahara  region,  the  Nile  region,  Japan, 
China,  India,  or  the  several  characteristic  areas  of  our  own  country.  In  the 
case  of  each  it  is  possible  to  write  down  specifically  some  half  dozen  or  more 
facts  or  feelings  which  fall  outside  the  field  of  special  knowledge  and  which 
in  themselves  constitute  the  measure,  which  I  am  seeking,  by  which  to  esti- 
mate the  worth  of  the  details  of  the  recitation. 

Then,  since  the  facts  and  feelings  which  the  popular  mind  has  associated 
with  their  respective  geographical  areas  constitute  the  essentials  of  given 
regions,  and  since  a  child,  when  he  completes  his  school  course,  should  have 
at  least  these  definitely  associated  with  their  proper  area,  then  it  follows  that 
we  can  judge  each  of  the  lesser  details  of  the  recitation  in  the  light  of  its 
efficacy  in  establishing  in  the  child's  mind  some  one  or  more  of  these 
essential  associations.  Whether  a  teacher  should  spend  time  in  having 
children  tell  the  time-worn  but  I  fear  untrue  story  of  the  monkeys  in  the 
forests  climbing  cocoanut-trees  and  throwing  the  ripe  fruit  at  the  heads  of 
passing  travelers  depends  on  whether  this  story  will  give  them  the  basis  for 
drawing  some  one  or  more  of  these  characteristics  as  inferences.  Whether 
the  teacher  should  spend  time  in  giving  one  lesson  or  a  series  of  lessons  on 
the  boa-constrictor,  on  the  blowgun  of  the  natives,  on  the  cow-tree  of  the 
forest,  or  on  the  process  of  gathering  rubber  depends,  not  upon  the  amount 
of  interest  which  these  details  will  command  (they  are  all  interesting  if  the 
teacher  is  interesting),  but  upon  the  grasp,  either  direct  or  by  inference,  they 
give  the  child  on  some  one  or  more  of  the  aforesaid  essentials.  If  a  given 
lesson  or  a  specific  detail  of  that  lesson  affords  the  basis  for  an  inference  on 
the  part  of  the  child  in  terms  of  one  of  these  essentials,  then  that  lesson  or 
that  detail  should  take  its  proper  and  worthy  place  in  that  teacher's  scheme 
of  lessons. 

To  summarize:  From  the  standpoint  of  intelligently  entering  into  that 
part  of  current  information  which  is  of  significance  there  are  a  minimum 
number  of  formal  map  facts  which  children  should  know  and  know  well. 
On  the  content  side  general  intelligence  recognizes  that  each  natural 
geographical  area  has  certain  characteristics  which  differentiate  it  from 
every  other  area.  This  minimum  list  of  map  facts  on  the  formal  side,  and 
these  characteristics  on  the  content  side,  constitute,  to  my  mind,  the  essen- 
tials of  the  geography  of  the  grammar  grades,  and  being  the  essentials 
afford  the  teacher  that  basis  for  the  selection  of  the  details  of  her  recitation 
which  wi'  have  been  seeking. 


(6) 


CHAPTER  II. 
GENERAL  METHOD  OF  PRESENTING  THE  ESSENTIALS. 


The  classification  of  geography  into  its  formal  and  content  aspects,  which 
I  have  already  suggested,  will  be  helpful  in  our  consideration  of  this  question 
of  method.  Observation  of  practice  work  shows  that  there  is  a  method  for 
the  presentation  of  the  formal  features  and  another  method  for  the  presen- 
tation of  the  content  elements.  The  one  has  to  do  with  facts,  and  appeals 
to  the  memory;  the  other  has  to  do  mainly  with  the  feelings,  and  appeals 
to  the  emotions.  The  method  of  handling  the  formal,  whether  in  arithmetic, 
in  history,  or  in  geography,  is  the  direct  method  of  repetition;  that  having 
to  do  with  the  emotions  is  the  indirect  method  of  suggestion  and  inference. 
One  can  not  do  the  work  of  the  other.  The  error  of  modern  pedagogy  is  in 
assuming  that  the  latter  method,  the  method  of  suggestion  and  inference, 
will  secure  both  facts  and  feelings.  There  must  be  drill  on  the  multiplica- 
tion tables,  and  much  of  it.  Automatic  results  here  can  never  be  gotten  by 
inference,  any  more  than  can  the  paradigms  of  a  foreign  language.  In  each 
case  special  memory  has  a  task  to  perform,  in  the  accomplishment  of  which, 
repetition  must  of  necessity  be  its  chief  ally.  So  with  the  essential  formal 
elements  of  geography,  they  are  as  necessary  to  the  further  work  of  building 
up  geography  knowledge  as  are  the  tables  to  subsequent  parts  of  arithmetic; 
and  their  permanent  mastery,  as  with  the  tables  and  paradigms,  depends 
directly  on  repetition  with  attention. 

Mr.  Redway,  who  discusses  the  teaching  of  geography  with  much  com- 
mon sense,  says  of  this  matter  of  memory  work :  "A  certain  amount  of 
memory  work  in  geography  is  absolutely  necessary — quite  as  essential,  in 
fact,  as  the  learning  of  the  various  number  combinations  in  arithmetic  or 
the  paradigmatic  work  in  Latin.  Geography  deals  with  places,  nations, 
terrestrial  features,  and  processes  ;  and  their  names  and  character  must  be 
learned  before  one  can  well  discuss  their  mutual  relations.  A  few  well- 
meaning  but  misguided  writers  on  educational  topics  pronounce  such  a 
proceeding  (the  giving  of  memory  tasks)  atrocious  and  cruel,  but  a  moment's 
thought  will  suffice  to  show  that  memory  tasks  can  be  more  easily  accom- 
plished between  the  ages  of  five  and  fourteen  years  than  at  any  other  time 
of  life — far  more  easily  than  during  the  adult  period." 

The  error  of  the  older  pedagogues,  from  the  standpoint  of  method,  in 
connection  with  this  point  of  the  acquisition  of  the  essential  formal  ele- 
ments, was  not  in  the  amount  of  repetition  which  they  required,  but  in  this 
that  repetition  with  them  was  altogether  a  verbal  matter.  The  whole 
emphasis  of  their,  teaching  was  placed  on  words  and  definitions.  It  sufficed 
if  a  boy  could  repeat  in  a  given  sequence  the  names  of  the  New  England  or 

(7) 


Middle  Atlantic  states.  For  aught  the  teacher  knew,  he  may  have  repeated 
these  names  as  one  would  repeat  a  counting-out  rigmarole  of  nonsense  syl- 
lables. If  one  should  ask  such  a  boy  to  give  the  name  of  the  state  adjacent 
to  Connecticut  on  the  south,  he  would  find  him  helpless,  because  the  boy 
had  never  seen,  except  casually,  a  representation  of  the  New  England  states 
in  their  true  spacial  relation  to  one  another.  In  his  mind  the  only  relation 
they  occupied  was  the  wholly  arbitrary,  accidental,  irrational  order — the 
order  which  the  grocer  employs  in  itemizing  a  bill  of  goods — demanded  by 
the  teacher  in  verbal  repetition.  Children  so  taught  are  helpless  in  the 
presence  of  questions  which  diSer  in  the  slightest  degree  from  those  they 
have  been  accustomed  to  answering. 

On  the  other  hand,  if  a  child  carefully  observes  the  map  of  the  New 
England  group ;  if  he  draws  from  memory  an  outline  of  these  states,  crude 
though  this  outline  may  be ;  if  he  writes  into  it  from  memory  the  names  of 
the  several  states,  rivers,  and  cities ;  in  other  words,  if  he  builds  for  himself 
an  approximately  correct  mental  image  of  this  or  any  other  group,  then 
that  child  can  not  only,  if  necessary,  repeat  their  names  in  order,  but  he 
has  the  power  to  answer  intelligently  a  hundred  questions  which  might  be 
put  to  him  concerning  the  location  and  relation  of  these  states,  one  to 
another.  Verbal  description  has  its  limitations  very  sharply  defined  even 
in  dealing  with  cultural  material,  but  its  limitations  are  very  much  more 
narrow  in  the  field  of  the  formal  where  the  teacher  has  to  do  mainly  with 
contour  and  spacial  relation. 

The  chief  purpose,  then,  of  all  this  work  in  formal  geography  is  to  build 
up  in  the  child's  mind  a  good  visual  picture  of  the  important  land  and 
water  masses.  The  whole  emphasis  of  the  teacher  in  this  connection  should 
be  laid  on  the  getting  of  good  mental  images  of  the  continents.  The  child 
should  have  the  power  of  instantly  calling  up  each  continent  before  his 
mind's  eye.  He  should  be  able  to  see  at  a  glance  its  general  contour ;  its 
chief  political  and  physical  subdivisions  in  relation  to  one  another;  its 
chief  cities;  and  in  addition,  with  a  shift  of  the  attention,  each  continent 
in  this  mental  picture  should  take  its  proper  place  in  relation  to  the  other 
continents  and  water  masses  of  the  world.  Every  special  method  or  device 
which  does  not  lend  itself  to  this  end,  should  be  discarded  at  once  as  inade- 
quate, i(  not  positively  harmful. 

The  geography  of  the  grades  is  coming  more  and  more  to  be  the  study  of 
Man,  his  home,  and  the  forces  and  processes  which  affect  him  in  some 
significant  way.  A  study  pursued  with  this  end  in  view  must  of  necessity, 
as  Mr.  Redway  has  pointed  out  in  a  passage  already  (juoted,  deal  with  the 
mutual  action  and  interaction  of  places,  of  nations,  and  of  physical  features 
and  processes.  Naturally,  as  he  suggests,  before  these  mutual  relations 
can  be  profitably  discussed,  their  names,  location,  and  cliaracter  must  be 
learned.  This  suggests  what  I  wish  to  emphasize,  that  in  the  proper 
pedagogical  sequence,  work  on  the  essentials  having  to  do  with  the  formal 
elements  should  precede  in  point  of  time  that  having  to  do  with  the  cultural. 

Teachers  generally  seem  to  feel  that  this  is  a  reversal  of  the  proper  order 
of  presentation.     They  hold  that  reality  must  precede  any  representation  or 

(8) 


symbol  of  reality,  just  as  in  arithmetic  they  maintain  that  whatever  be  the 
topic  under  consideration,  objective  work,  work  with  the  concrete,  must  pre- 
cede the  formal.  While  the  problem  in  geography  is  a  different  one,  in 
that  formal  geography  deals  wholly  with  objects  of  sense  perception  and 
their  relative  positions  in  space,  while  arithmetic  is  an  exact  science  based 
upon  the  reflections  of  the  mind  operating  upon  the  products  of  sense  per- 
ception and  dealing  with  time  relations,  yet  educators  are  just  as  incorrect 
in  thus  arbitrarily  fixing  the  sequence  of  reality  and  symbol.  A  moment's 
reflection  will  convince  one,  I  think,  that  after  all  the  chief  business  of  our 
life  is  concerned  with  the  interpretation  of  symbols.  A  baby  of  two  or  three 
years  will  have  picked  up  in  some  marvelous  way  literally  hundreds  of 
words  and  phrases,  the  meaning  of  which  he  does  not  know.  The  process 
of  compassing  the  reality  which  they  symbolize  is  a  difficult  and  a  lifelong 
task. 

The  other  day  I  held  Millet's  "Angelus  "  before  my  baby,  who  has  just 
seen  her  second  summer.  She  looked  at  the  picture  for  a  moment,  laughed, 
said,  "Huh,  Nannie  (Mama),  Papa!"  and  went  on  contentedly  tearing  into 
bits  an  unread  copy  of  Scribner.  She  did  not  see  in  the  sunken  eye  and 
stooped  posture  of  the  figures  the  hell  of  poverty  and  the  tragedy  of  life. 
All  she  saw  was  a  figure  in  a  dress,  which  she  called  "Nannie,"  and  another 
figure  leaning  on  a  stick,  without  a  dress,  which  she  called  "  Papa."  Only  in 
years  to  come,  after  she  has  tasted  the  sorrows  as  well  as  the  joys  of  life, 
will  she  come  out  into  a  full  understanding  of  the  reality  symbolized  in  the 
"Angelus."  It  is  so  with  us  all,  whether  we  draw  our  illustrations  from  the 
field  of  music,  from  art,  from  literature,  or  from  life  generally — symbols  are  the 
concrete,  the  tangible,  the  accessible  things ;  reality  is  the  will-o'-the-wisp 
which  dances  on  before. 

Again,  successful  cultural  work,  as  I  shall  point  out  in  greater  detail 
later,  depends  to  a  very  large  degree  upon  the  reading  ability  of  the  child, 
which  is  not  sufficiently  developed  to  be  of  much  service  in  this  connection 
before  the  fifth  or  six  year  of  school  life.  There  are  a  few,  but  only  a  few, 
books  of  a  geography  nature  which  children  of  the  third  and  fourth  years 
can  read.  On  the  other  hand,  these  years  of  the  intermediate  grades  are 
those  in  which  the  child's  memory  for  names  and  locations  is  most  active. 
On  grounds  of  school-room  economy,  then,  if  for  no  other  of  the  reasons  I 
have  given,  it  is  advantageous  to  begin  with  work  in  formal  geography.  It 
is  by  no  means  necessary  to  completely  master  the  formal  course  as  I  outline 
it  further  on  before  beginning  cultural  work.  The  only  point  I  am  trying 
to  make  is  that  before  a  given  bit  of  cultural  work  is  presented,  the  necessary 
formal  work  which  it  requires  shall  have  been  gotten  and  gotten  thoroughly. 
Only  by  so  doing  will  it  be  possible  to  establish  and  make  definite  and 
useful  those  associations  which  I  consider  so  essential. 

The  Arctic  region  to  us  is  a  region  of  ice,  of  snow,  of  Eskimo,  of  reindeer, 
of  musk  oxen  and  polar  bear,  not  because  we  learned  from  some  text  that 
these  were  some  of  the  characteristics  of  the  region,  but  because  of  our 
general  reading  since  leaving  school.  We  have  read  the  terrible  story  of 
the  ill-fated  expedition  of  Lieutenant  Greeley.     In   imagination  we  have 

(9) 


experienced  his  hopes  and  his  fears,  his  anxieties  and  his  sufferings.  We 
have  seen  him  struggling  on  against  almost  insurmountable  obstacles  with 
indomitable  courage,  only  to  sink  down  hungry  and  exhausted,  without 
hope,  to  die.  We  have  followed  with  eager  interest  the  Avork  of  his  rescuers 
as  they  searched  each  bay  and  cove  of  that  desolate  and  forbidding  region. 
We  have  watched  with  bated  breath  their  little  steam  launch  as  it  worked 
its  way  slowly  round  the  last  ice-encased  promontory.  Our  souls  have 
thrilled  as  we  have  seen  the  look-out  strain  his  eyes  to  the  hills  and  eagerly 
cry  to  the  commander  in  charge  that  he  sees,  waving  in  the  distance,  the 
stars  and  stripes.  The  scene  of  the  meeting  overcomes  us.  We  can  not 
repress  the  tears  as  we  see  those  great,  rough,  bearded  men  fall  into  each 
other's  arms  and  weep  like  children.  In  short,  in  imagination  we  travel 
their  steps  and  live  over  their  lives.  Though  we  may  forget  many  of  the 
specific  details  of  such  a  story,  it  is  not  possible  ever  to  eradicate  the  feeling 
we  get  for  the  tremendous  difhculties  Nature  has  thrown  in  the  way  of  her 
children  in  the  Northern  lands.  It  is  in  this  manner  that  the  popular  mind, 
operating  naturally,  lays  hold  on  the  characteristics  of  the  world's  geograph- 
ical areas.  It  is  by  the  indirect  method  of  suggestion  and  inference  and 
not  by  the  direct  one  of  repetition,  so  necessary  in  the  field  of  the  formal, 
that  these  associations  are  built  up.  These  characteristics,  then,  may  be 
said  to  be  the  precipitate  gotten  from  our  reading  of  fiction,  of  traveler's 
tales,  and  of  stories  of  adventure.  If  this  has  been  not  only  the  natural 
but  the  only  effective  way  in  which  adults  have  built  up  these  associations, 
then  much  more  must  it  be  true  of  children.  Absorbed  in  the  interest  of 
the  narrative,  with  their  imaginations  and  emotions  at  full  tide,  is  it  to  be 
wondered  at  that  the  impressions,  the  feelings,  the  associations  which  come 
indirectly  and  naturally  are  lifelong  in  their  retention?  Contrast  with  this 
method  for  a  moment,  the  lifeless  one  imposed  by  the  teacher  who  relies 
wholly  on  the  text-book  for  her  material,  and  no  further  plea  for  the  placing 
of  supplementary  geography  reading  in  the  hands  of  the  children  will  be 
needed. 

The  human  mind  does  not  stop  with  the  mere  description  of  man's 
physical  environment;  it  ever  seeks  to  lay  bare  causes  and  consequences. 
The  thoughtless  "Whys?"  and  "Hows?"  of  the  child  have  been  in  the 
hands  of  the  scientist  the  means  of  letting  in  a  iiood  of  light  on  the  opera- 
tion of  physical  forces.  In  consequence,  we  no  longer,  as  did  our  forefathers, 
look  upon  the  earth  as  an  inert  mass  upon  which  life  has  been  imposed  by 
the  will  of  a  superior  being.  No  longer  do  we  look  upon  Man  as  existing 
separated  from  and  uninfluenced  by  the  same  forces  which  raise  up  conti- 
nents and  tear  down  mountains.  With  each  advance  in  our  knowledge 
concerning  the  conditions  which  have  brought  men  to  their  present  high 
place,  we  get  a  clearer  conception  of  the  beauty  and  order  of  the  system  by 
which  the  processes  of  Nature  have  made  men  what  they  are.  The  geogra- 
phy which  does  not  give  a  big  place  to  the  consideration  of  the  manner  in 
which  climate,  land  forms,  temperature,  altitude,  winds,  erosion,  not  to 
mention  other  physical  forces,  have  nursed  and  developed  organic  life,  has 
missed  its  great  opj)ortunity  and  is  not  worthy  a  j)lace  in  our  school  course. 

(10) 


It  no  longer  suffices  to  learn  that  the  Sahara  is  a  region  of  desolate,  sandy 
wastes;  the  child  must  with  this  description  get  a  conception  of  the  mighty 
forces  which  have  caused  its  barrenness.  It  is  not  enough  to  learn  that  the 
Amazon  is  a  region  of  tremendous  rainfall,  of  dense  vegetation,  and  of  a 
tropical  climate.  Our  children  must  get  a  glimpse  of  the  beauty  of  the  plan 
by  which  the  winds  and  the  mountains  working  together  make  it  the  region 
it  is.  It  will  not  do,  then,  merely  to  describe  the  earth's  physical  features; 
their  operations  must  be  explained.  It  is  this  explanation  which  constitutes 
the  work  of  Physical  Geography,  or  Physiography,  as  it  is  coming  to  be 
called. 

The  order  which  we  have  suggested  in  the  presentation  of  the  formal  and 
the  content  elements  of  geography  .is  the  order  which  should  obtain  in  the 
teaching  of  the  descriptive  and  physical  aspects.  As  we  have  already  shown, 
the  formal  naturally  precedes  the  descriptive,  so  the  descriptive  rightly 
precedes  the  physical. 

Before  a  child  seeks  the  causes  which  make  deserts  he  should  know 
what  a  desert  is,  how  it  looks  to  the  eye,  its  characteristics,  and  in  what 
part  of  the  world  the  most  important  are  located.  Before  he  searches  out 
the  causes  of  the  fertility  of  certain  valleys  he  should  visit  the  Mississippi, 
either  actually  or  by  pictures  and  word  descriptions.  A  moment's  thought 
will  convince  one  that  a  reversal  of  this  order  of  presentation  will  result 
in  abstract  speculation,  which  to  the  child  is  in  nowise  related  to  fact  or 
reality. 

What  we  consider  the  essentials  of  geography,  in  its  formal,  descriptive, 
and  physical  aspects,  together  with  the  specialmethods  which  we  have  found 
of  value  in  their  treatment,  will  be  found  in  succeeding  chapters. 


(11) 


CHAPTER  IIL 
SPECIAL  METHOD  OF  FORMAL  GEOGRAPHY. 


A  COURSE  m  THE  ESSENTIALS  OF  MAP  GEOGRAPHY, 


THE  WORLD  AS  A  WHOLL     (First  Time  Over.) 
U  Globe  WorL 

Put  a  globe  in  the  hands  of  each  child  in  your  class.  Have  much  work 
in  handling  it  by  having  the  children  point  to  places  called  for.  Teach  in 
this  connection  the  six  continents  and  the  five  oceans.  Teach  North,  East, 
South,  and  West  as  applied  to  the  location  of  these  continents  and  oceans 
relative  to  each  other.  Give  many  questions  which  will  necessitate  the 
visualization  of  the  above.  Fix  and  apply  all  of  the  above  points  by  hav- 
ing the  children  fill  in  hectograph  outline  of  the  "globe"  map.  (For  a 
model  of  this  outline  map,  see  Frye's  Elements  of  Geography,  p.  24.) 

2.  Mercator  Map  of  the  World. 

Hang  this  map  of  the  world  before  your  class  and  repeat  the  directions 
given  under  the  above  head  of  "Globe  Work."  As  before,  fix  and  apply 
by  filling  in  an  outline  of  this  Mercator  map.  (For  a  model  of  this  outline 
map,  see  California  S.  S.  Text,  advanced,  p.  26.) 

Suggestions  as  to  Method* 

To  test  whether  results  have  been  gotten,  take  children  on  an  imaginary 

journey.     (Map  not  visible.)     For  example: 

I  sailed  west  from  San  Francisco,  on  what  water?  and  came  to  the  continent  of  

I  sailed  south  along  the  coast  and  entered  the ocean.    Sailing  west  on  this  ocean  I 

came  to  the  continent  of ,  etc.,  etc. 

This  will  show  if  the  children  have  formed  a  clear  mental  picture  of  the 
land  and  water  masses  of  the  globe.  It  is  not  to  be  supposed  that  children 
can  do  this  imaginary  work  perfectly  and  readily  so  early  in  the  course  as 
this,  but  a  little  of  this  kind  of  work  along  every  few  days  will  serve  both 
to  introduce  pleasing  variety  and  at  the  same  time  tend  to  force  the  child 
away  from  reference  to  the  map  before  him. 

In  teaching  direction  it  must  be  remembered  that  there  are  three  distinct 
fields  in  whicb  direction  is  applied:  1.  Direction  on  the  globe;  2.  Direction 
on  the  Hat  map;  3.  Direction  in  reality.  Direction  on  the  globe  must  be 
seen  in  terms  of  curved  lines;  direction  on  the  Hat  map  is  seen  in  terms  of 
the  relation  of  the  map  to  the  page  or  sheet  upon  which  it  is  printed,  that 

(12) 


is,  north  is  toward  the  top,  east  toward  the  right-hand  side,  south  toward 
the  bottom,  and  west  toward  the  left-hand  side.  Direction  in  reality  must 
be  learned  empirically  and  outside  the  school-room.  Reflexes  for  the  deter- 
mination of  direction  must  be  established  along  each  of  the  three  lines  at 
the  proper  time,  that  is,  when  the  need  for  their  use  arises.  It  does  no 
good  to  arbitrarily  associate  them  in  the  school-room.  The  customary 
method  is  to  hang  the  map  in  the  school-room  in  such  a  position  that  its 
right-hand  side  will  be  toward  the  east.  With  a  little  thought  based  upon 
intelligent  observation  it  will  easily  be  seen  that  nothing  is  gained  by  this 
procedure. 

It  is  necessary  that  close  attention  on  the  part  of  the  teacher  be  paid  to 
the  matter  of  spelling  on  the  part  of  the  children.  They  must  learn  to  spell 
accurately  the  names  of  the  places  studied.  Insist  upon  this  from  the 
beginning  of  your  work.  See  to  it  that  a  few  minutes  each  day  are  spent 
in  the  spelling  of  geography  words.  Each  evening  give  out  a  list  of  words 
of  say  six  or  eight  for  home  study.  At  frequent  intervals  send  the  class  to 
the  board  to  write  upon  dictation  the  list  of  words  assigned  for  study. 

It  is  best  to  have  the  children  print  their  letters  when  filling  in  hectograph 
outlines.  Young  children  write  a  large  hand.  In  consequence  the  name 
of  San  Francisco  usually  will  stretch  across  the  Pacific  Ocean.  By  printing 
the  letters  the  names  will  appear  more  compact.  Again,  in  attempting  to 
crowd  their  script  into  smaller  compass  the  child  is  likely  to  affect  his 
general  style  of  penmanship  unduly. 


NORTH  AMERICA,    (First  Time  Over.) 
U  Sketching* 

Spend  a  few  minutes  each  day  in  having  the  children  practice  sketching 
the  outline  of  this  continent.  Draw  the  outline  of  North  America  with 
crayon  on  a  sheet  of  black  paper  large  enough  to  be  seen  by  your  class. 
Make  it  as  simple  as  possible,  commensurate  with  accuracy.  Hold  this  up 
before  the  class.  After  the  children  look  intently  at  it  for  a  moment,  ask 
them  to  draw  it  at  the  board.  Allow  only  one  minute  in  which  the  drawing 
is  to  be  done,  later  reduce  to  thirty  seconds.     (See  suggestions.) 

2*  Relief  Features* 

Mountains:  Rocky,  Appalachian.  ^ 

Rivers:  Mississippi,  Missouri,  Colorado,  Ohio,  Rio  Grande.  ;V- 

Seas:  Atlantic,  Pacific,  Arctic. 
.  Gulfs  and  Bays:  Mexico,  Hudson,  San  Francisco,  Puget  Sound. 
Lakes:  Great  Lakes  as  a  whole. 

3*  Political  Features* 

Cities:  New  York,    Chicago,    San    Francisco,   New   Orleans,   St.  Louis, 

Tacoma. 
Countries:  United  States,  Canada,  Mexico. 

(13) 


•v 


Suggestions  Regarding  Sketching, 

There  is  no  better  method  for  clearing  up  a  child'?  vague,  hazy  notion  of 
the  outline  and  shape  of  a  given  continent  than  by  the  method  of  rapidly 
sketching  it  from  memory.  The  chief  purpose  of  all  this  work  in  formal 
geography  is  to  build  up  in  the  child's  mind  a  good  visual  picture  of  the 
important  land  and  water  masses.  If  a  child  can  step  to  the  board  and  in 
a  few  seconds  sketch-in  a  fairly  accurate  outline  of  a  given  continent,  the 
teacher  may  rest  assured  that  that  child  has  formed  a  good  mental  image 
of  the  continent.  His  first  attempt  will  be  crude,  which  indicates  that  the 
concept  he  has  formed  is  not  well  defined.  Rapid  drawing  is  a  means  of 
focusing  the  child's  attention  upon  the  outline,  upon  the  proportion  and 
relation  of  its  essential  parts,  which  in  turn  renders  definite  his  mental 
image.  Aside  from  this  effect  in  helping  the  process  of  visualization,  the 
power  of  quickly  sketching  an  outline  is  of  value  in  that  it  gives  the  child 
the  ability  to  make  his  observations  more  intelligible  to  others. 

At  first  the  child  should  be  allowed  as  much  as  a  minute  to  draw-in  one 
of  the  simpler  outlines.  At  a  later  time,  after  the  child  has  had  more  prac- 
tice, the  time  should  be  reduced.  The  tendency  is  for  children  to  put  in  all 
the  minor  details  and  irregularities  of  the  coast  line.  In  consequence,  their 
outlines  are  much  more  likely  to  be  out  of  proportion.  Their  attention,  on 
the  other  hand,  should  be  on  the  outline  as  a  whole  and  on  the  proportion 
and  relation  of  its  more  significant  details.  This  attention  to  the  outline 
as  a  whole  will  not  be  gotten  unless  the  teacher  forces  it  upon  the  children. 
Limiting  the  child's  time  and  insisting  that  the  sketch  be  completed  within 
the  time  limit  will  go  far  toward  overcoming  this  difficulty. 

Comparison  with  the  original,  together  with  criticism  and  correction  by 
the  teacher,  must  follow  each  exercise.  The  mere  drawing  of  the  outline  is 
of  no  value.  Criticism  shows  the  child  where  he  is  wrong  and  affords  a 
basis  for  an  intelligent  attempt  on  his  part  to  improve.  Mere  repetition 
without  this  criticism  serves  only  to  make  inaccuracies  more  permanent. 
It  is  better  that  children  never  make  an  attempt  at  sketching  than  that  the 
teacher  fail  in  this  matter  of  criticism. 

In  beginning  this  sketching  it  is  well  to  call  the  attention  of  the  class  to 
a  few  of  the  most  salient  features  of  the  coast  line.  In  the  case  of  North 
America,  for  instance,  point  out  that  the  general  shape  of  the  continent  is 
triangular  ;  that  the  west  and  north  sides  are  nearly  ecjual  in  length  ;  and 
that  the  Gulf  of  Mexico  is  due  south  of  Hudson  Bay.  Too  many  of  these 
details,  however,  are  worse  than  none  at  all,  as  they  confuse  the  child. 

Tracing  the  outlines  or  copying  them  free  hand  from  a  map  are  both  to 
be  condemned  as  valueless  in  achieving  our  ol)ject.  A  child  will  never 
memorize  the  outline  as  long  as  he  dei)ends  upon  some  such  aid.  The  teacher 
must  therefore  insist  that  all  such  makeshifts  be  abandoned.  The  text-book 
map  is  useful  in  this  connection  in  that  it  can  easily  be  referred  to  by  the 
child  when  criticising  his  own  imjierfect  sketches.  The  text-book  map  has 
no  other  legitimate  use  in  sketching,  it  must  ]>e  kept  in  mind  by  the  teacher 
that  the  sketch  drawn  by  the  child  has  in  itself  little  or  no  intrinsic  value. 

(14) 


Its  value  lies  wholly  in  this,  that  it  serves  to  show  the  clearness  of  the 
child's  mental  image.  For  this  reason,  therefore,  the  teacher  must  resist 
the  temptation  to  secure  a  finished  product  by  any  such  means  as  tracing, 
copying,  or  by  the  use  of  construction  lines. 

Miss  Anna  Gaffney,  Third  Grade,  says  of  map  sketching: 

Among  other  methods  for  forming  a  mental  image  of  the  continents  I  used  extensively 
the  one  of  map  sketching.  In  preparation  for  this  work  I  drew  a  simple  chalk  outline  on  a 
piece  of  black  paper  two  by  three  feet.  This  outline  was  drawn  very  heavy  to  enable  the 
children  to  see  it  readils'.  It  did  not  include  all  of  the  indentations  of  the  coast  line,  but 
was,  on  the  other  hand,  merely  a  bold  relief  outline  of  the  country. 

In  order  to  make  clear  just  how  this  map  sketching  was  carried  on,  I  will  take  for  an 
example  the  continent  of  South  America.  I  had  the  children  pass  to  their  customary  places 
at  the  board.  Having  my  outline  in  my  hand,  the  children  all  facing  me,  I  told  them  to  look 
intently  at  the  outline.  For  a  moment  or  two  I  had  them  trace  the  outline  in  the  air  as  they 
looked  at  it.  After  holding  the  outline  before  them  for  a  few  seconds  I  gave  the  word,  "  Draw." 
At  that  signal  the  class  at  once  turned  to  the  board  and  sketched  the  outline.  When  their 
outlines  were  finished,  "Attention  "  was  called.  I  had  each  child  then  look  at  the  original 
outline  which  I  held  in  my  hand.  Through  questioning,  the  children's  attention  was  called 
to  some  of  the  most  striking  features  of  the  shape  of  the  continent.  Among  other  things 
the  children  saw  that  the  continent  was  nearly  triangular  in  shape,  that  the  northern  part  is 
the  widest,  and  that  the  coast  of  Chili  is  almost  a  straight  line.  After  noticing  these  points 
the  class  turned,  erased  their  old  maps  and  sketched  again.  This  time  I  timed  the  class, 
giving  them  one  minute.  As  they  got  more  practice  the  time  was  shortened,  until  finally 
they  were  expected  to  draw  the  outline  in  thirty  seconds.  When  the  minute  had  expired 
"time  "  was  called,  and  the  children  faced  around.  I  then  went  up  to  each  pupil,  and  with 
quick,  bold  strokes  showed  them  wherein  their  outline  was  incorrect.  I  thought  that  in  this 
method  of  procedure  the  children  would  learn  from  me  through  imitation.  After  each  child 
was  shown  how  to  correct  his  outline,  all  maps  were  erased.  For  the  third  time  they  faced 
about  and  looked  at  my  outline,  then  turned  to  the  board  and  drew,  limited,  as  before,  to 
one  minute.  It  was  remarkable  how  much  their  outlines  improved  at  this  third  drawing. 
Their  sketches  at  the  first  attempt  were  perfectly  ridiculous,  discouragingly  so,  as  a  matter 
of  fact.  I  enjoyed  very  much  seeing  their  steady  improvement.  The  children  themselves 
liked  this  part  of  the  work  very  mitch.  I  would  frequently  call  the  attention  of  the  children 
to  the  best  sketches  which  were  drawn,  and  if  some  one  or  more  were  very  good  I  would 
have  the  owner  write  his  name  and  the  time  it  took  him  to  draw  it,  over  the  map.  The 
children  liked  very  much  to  have  their  outline  left  on  the  board,  and  strove  hard  to  have  a 
good  outline. 

This  manner  of  sketching  has  some  very  good  points.  In  the  first  place,  the  children 
were  thereby  much  more  interested  in  the  geography.  Then,  in  the  second  place,  the 
children  in  this  way  get  a  very  vivid  impression  of  the  shape  and  the  proportion  of  the 
several  parts  of  a  given  continent. 

Having  this  simple  relief  outline,  and  allowing  no  more  than  one  minute  in  which  to 
draw  it,  the  children  had  no  opportunity  to  bring  out  every  little  detail  of  the  outline.  Along 
this  line  lies  my  great  objection  to  having  the  children  copy  their  maps.  Their  attention  is 
centered  on  every  little  detail,  and  when  they  have  completed  their  outline  they  have  not 
the  least  idea  of  the  general  shape  of  the  country  or  continent  which  they  have  been  studying. 

Another  line  of  this  sketching  work  was  that  carried  on  at  the  seats  on  paper  which  I 
distributed.  However,  1  do  not  approve  of  having  this  work  done  until  after  the  children 
can  do  very  well  at  the  board.  Even  when  they  are  well  up  in  sketching  at  the  board  they 
do  not  always  do  well  at  their  seats.  When  they  are  at  their  seats  you  can  not  see  each 
outline  and  correct  it,  as  you  can  when  they  are  drawing  at  the  board. 

When  the  children  could  draw  a  fairly  good  outline  at  the  board  I  had  them  fill  in  their 
map.  As,  for  example,  in  South  America:  I  would  tell  the  class  to  put  in  the  Andes 
Mountains.  They  would  make  the  mountains  then  they  would  write  the  name  "Andes  Mts." 
across  them.  In  putting  in  rivers,  I  had  the  children  begin  with  a  light  line  and  make  it 
heavier  toward  the  mouth.  When  they  were  required  to  put  a  city  in  I  had  them  put  a  dot 
or  little  cross  just  where  the  city  was  and  then  write  the  name  out  from  the  mark. 


(lo) 


SOUTH  AMERICA.     (First  Time  Over.) 
!♦  Sketching, 

A  single  chalk  outline  needed  for  sketching.  (For  directions,  see  "Sug- 
gestions Regarding  Sketching.") 

2»  Physical  Features. 

Mountains:  Andes,  Brazilian  Highlands,  Guiana  Highlands. 
Rivers:  Amazon,  Orinoco,  La  Plata. 
Seas:  Atlantic,  Pacific,  Antarctic. 
Capes:  Cape  Horn. 

3,  Political  Features. 

Countries:    Brazil,  Argentine. 
Cities:  Rio  Janeiro,  Buenos  Ajn'es. 

Suggestions  as  to  Method. 

Locate  all  of  the  above  on  both  the  globe  and  Mercator  world  maps. 
Keep  up  a  constant  review  of  the  points  learned  in  North  America  and  the 
World.  Continue  the  "story"  work.  Vary  by  having  the  children  invent 
the  story.     Fix  by  the  use  of  the  hectograph  outlines. 

When  a  child  is  asked  to  step  to  the  map  on  the  wall  and  point  out 
Brazil,  do  not  allow  him  to  rest  his  pointer  merely  on  one  point  in  Brazil 
while  giving  the  name  "  Brazil."  The  danger  here  is  that  the  child  will  fail 
in  getting  a  clear  notion  of  the  extent  of  the  given  country  and  confound 
it  with  some  city.  See  that  when  he  refers  in  this  way  to  Brazil  he  runs 
his  pointer  about  the  boundary  and  thus  indicates  the  area  contained  therein. 


EUROPE.     (First  Time  Over.) 

1.  Sketching. 

A  simple  chalk  outline  for  this  as  in  the  case  of  the  other  continents. 
(For  directions,  see  "Suggestions  Regarding  Sketching.") 

2.  Physical  Features* 

Mountains:  Alps,  Ural. 

Rivers:  Danube,  Volga,  Rhine. 

Seas:  Atlantic,  Mediterranean,  Black,  Caspian. 

3.  Political  Features. 

Coil  lit  rie.-i:     Sjjain,  France,  Italy,  Russia,  British  Isles. 

Cities:  Rome,  Paris,  London,  Berlin,  St.  Petersburg,  Constantinople. 

Suggestions  as  to  Method. 

In  the  hectograph  outlines  of  Europe  which  you  i)rint,  indicate  by  dotted 
lines  the  chief  political  divisions.  Be  careful,  however,  that  these  bounda- 
ries are  not  confused  with  the  rivers  in  the  outline. 


Frequently  in  filling  in  these  hectograph  outlines  the  children  write  as 
if  a  name  extended  over  a  great  deal  of  territory.  See  that  the  precise 
location  of  a  given  place  is  indicated  by  the  use  of  a  dot  or  a  cross. 

ASIA.     (First  Time  Over.) 
K  Physical  Features, 

Mountains :  Himalaya,  Caucasus,  Plateau  of  Thibet. 
Islands :  Japan,  Philippines. 
Seas:  Pacific,  Japan,  Red,  Indian. 

2.  Political  Features, 

Countries:  China,  Siberia,  India,  Arabia,  Japan. 
Cities:  Pekin,  Calcutta. 

Suggestions  as  to  Method. 

No  direction  has  been  given  for  sketching  the  outline  of  Asia,  as  it  is 
too  difficult  for  children  to  get  much  in  the  way  of  results. 

Keep  up  a  constant  review  of  all  the  work  taken  up  to  this  point  by  the 
use  of  the  globe  and  the  world  map.  Apply  direction  and  also  test  for 
visualization  by  the  frequent  use  of  stories.  Give  also  frequent  formal 
drills  on  spelling  of  the  places  taken  up. 

AFRICA.     (First  Time  Over.) 

1.  Sketching. 

A  simple  outline  for  sketching. 

2.  Physical  Features. 

Mountains:  Atlas,  Abyssinian  Plateau. 

Rivers:  Nile,  Niger. 

Gulfs,  Seas :  Red  Sea,  Indian  Ocean,  Antarctic,  Atlantic. 

Capes :  Good  Hope,  Blanco. 

3.  Political  Features. 

Countries:  Sahara  Desert,  Egypt,  Barbara  States. 
Cities:  Cairo,  Alexandria,  Cape  Town. 

CALIFORNU.    (First  Time  Over.) 

1.  Sketching. 

A  simple  outline  for  sketching. 

2.  Physical  Features. 

Mountains:  Coast  Range,  Sierra  Nevada. 
Rivers:  Sacramento,  San  Joaquin. 
Lakes,  Bays:  Tahoe,  San  Francisco,  Tulare. 
Ocean:  Pacific. 
Capes:  Mendocino. 

2  (17) 


3.  Political  Features, 

Counties:  Those  bordering  on  San  Francisco  Bay. 

Cities:  San  Francisco,  Los  Angeles,  Oakland,  Alameda,  Berkeley,  San 
Diego,  Santa  Barbara. 


UNITED  STATES.     (First  Time  Over.) 
1.  Physical  Features. 

Mountains:  Rocky,  Appalachian,  Sierra  Nevada,  Coast  Range. 

Rivers:  Mississippi,  Ohio,  Missouri,    Colorado,  Columbia,  Rio  Grande, 

St.  Lawrence. 
Lakes:  Superior,  Michigan,  Huron,  Erie,  Ontario. 
Gulfs,  Bays:  Mexico,  San  Francisco  Bay,  Puget  Sound. 
Oceans:  Atlantic,  Pacific. 
Capes:  Cod. 

2*  Political  Features. 

States:  Pacific  Coast  Division,  Gulf  Division. 

Cities:  New  York,  Boston,  Washington,  San  Francisco,   New  Orleans, 
Seattle,  Tacoma. 

THE  WORLD  AS  A  WHOLE.     (Second  Time  Over.) 

1.  Globe  Work. 

Keep  up  a  constant  review  of  the  globe.  When  a  new  continent  is 
taken  up  always  go  back  to  the  globe  and  give  a  thorough  review.  Visual- 
ize the  world  as  a  whole.  Relate  every  step  of  the  preceding  outline  to  the 
globe. 

2.  Mercator  Map  of  the  World. 

Follow  above  directions.  Have  a  constant  use  of  the  hectograph  out- 
lines. 

NORTH  AMERICA.     (Second  Time  Over.) 

1.  Sketching. 

Ke<})  uj)  the  work  outlined  in  "  First  Time  Over." 

2.  Physical  Features. 

Mountains :  Sierra  Nevada,  Coast  Range,  Mt.  Whitney,  Mt.  Shasta. 

Rivers:  St.  Lawrence,  Columbia,  Rio  Grande. 

r/u//.s,  Bayn:  Gulf  of  California,  Gulf  of  St.  Lawrence. 

Seas:  Bering. 

Lakes:  Names  and  location  of  each  of  the  Great  Lakes. 

Islands:  Newfoundland,  Cuba,  Greenland. 

(18) 


3,  Political  Features* 

Cities:  Boston,  Washington,  Mexico,  Los  Angeles,  Quebec. 
Countries:  United  States,  Mexico,  Canada,  Central  America. 

SOUTH  AMERICA.     (Second  Time  Over.) 
U  Sketching. 

A  continuation  of  previous  outline. 

2.  Physical  Features. 

Rivers:  San  Francisco. 

Lakes:  Titicaca. 

Islands  :  Tierra  del  Fuego,  Trinidad. 

Capes:  St.  Roque,  Blanco. 

Bays,  Gulfs:  Gulf  of  Darien,  Gulf  of  Panama. 

Strait :  Magellan. 

3.  Political  Features. 

Countries:  Venezuela,  Peru,  Chili,  Brazil. 
Cities:  Lima,  Santiago,  Para. 

EUROPE.     (Second  Time  Over.) 

1.  Sketching. 

Continue  this  work. 

2.  Physical  Features. 

Mountains :  Pyrenees,  Apennines,  Mt.  Vesuvius. 

Rivers:  Po,  Seine,  Thames,  Elbe. 

Seas:  Baltic,  North,  White,  Adriatic. 

Gulfs,  Bays  :  Bay  of  Biscay. 

Islands :  Ireland,  Sicily,  Iceland. 

Straits:  Gibraltar,  Dover. 

3.  Political  Features. 

Countries :  Germany,  Austria,  Denmark,  Turkey,  Norway,  Sweden. 
Cities:  Athens,  Vienna,  Lisbon,  Madrid,  Dublin,  Edinburgh,  Hamburg. 

ASIA.     (Second  Time  Over.) 
I.  Physical  Features. 

Mountains:  Ural. 

Rivers:  Indus,  Ganges,  Euphrates,  Tigris. 

Islands:  Sumatra,  Borneo,  Ceylon. 

Seas:  Bering,  Yellow. 

Gulfs:  Persian,  Gulf  of  Aden. 

(19) 


2«  Political  Features* 

Countries:  Persia,  Turkej^,  Holy  Land. 

Cities:  Shanghai,  Hong  Kong,  Tokyo,  Bombay,  Manila. 

AFRICA.     (Second  Time  Over.) 
L  Sketching. 

Continue  this  work. 

2.  Physical  Features. 

Mountains:  Kong. 

Rivers:  Orange,  Kongo. 

Lakes,  Gulfs,  Bays:  Victoria  Lake,  Lake  Tchad,  Gulf  of  Guinea,  Suez 

Canal. 
Seas:  Mediterranean. 
Capes:  Verde. 
Islands:  Madagascar. 

3.  Political  Features. 

Countries:  Morocco,  Algiers,  Tripoli,  Cape  Colony. 
Cities:  Tunis,  Suez,  Freetown. 

CALIFORNIA.     ( Second  Time  Over. ) 

1.  Sketching. 

Continue  the  work. 

2.  Physical  Features. 

Mountains:  Mt.  Whitney,  Shasta,  Diablo,  Hamilton. 
Rivers:  Salinas,  Feather,  Russian. 
Valleys:  Yosemite,  Santa  Clara. 

3.  PoHtical  Features. 

Countries:  Those  bordering  on  the  ocean. 

Cities:  San  Bernardino,  San  Luis  Obispo,  Ventura,  Pasadena. 

UNITED  STATES.     (Second  Time  Over.) 

1.  Physical  Features. 

Mountains:  Shasta,  Hood,  Pikes  Peak,  Adirondack,  Cascade. 

Rivers:  Potomac,  Delaware,  Hudson,  Tennessee,  Cumberland,  Arkansas, 

Sacramento,  San  .Toaquin. 
Lakes:  Champlain,  Great  Salt  Lake. 
Gulfs,  Bays:  Chesapeake,  Delaware. 

2.  Political  Features. 

Sijiie.s:  Athmtic  Division,  divi.sion  bordering  on   the  (ireat  Lakes,  New 

Kngland  States,  Alaska. 
Cities:  Salt  Lake,  Sacramento,  St.  Louis,  Kansas  City,  Omaha,  Galveston. 

(20) 


THE  WORLD  AS  A  WHOLE.     (Third  Time  Over.) 
Review  and  clinch  the  work  already  outlined. 

NORTH  AMERICA.    (Third  Time  Over.) 
L  Sketching* 

Continue  the  work  already  outlined. 

2*  Physical  Features* 

Mountains:  Sierra  Madre,  St.  Elias,  Popocatapetl. 

Rivers:  Yukon,  Hudson,  Potomac. 

Gulfs,  Bays:  Bay  of  Fundy,  Chesapeake. 

Lakes:  Winnipeg,  Great  Salt  Lake. 

Islands:  Newfoundland,  Cuba,  Hayti,  Bermudas,  Bahamas,  West  Indies. 

Capes:  Cod,  Hatteras. 

3«  Political  Features* 

Countries:  Alaska,  Central  America,  Greenland. 
Cities:  Havana,  Baltimore,  Philadelphia. 

SOUTH  AMERICA.    (Third  Time  Over.) 
L  Sketching. 

Continue  as  previously  directed. 

2*  Physical  Features* 

Mountains:  Volcano  of  Cotopaxi. 

Rivers:  Magdalena. 

Islands:  Falkland,  Galapagos. 

Bays,  Gulfs:  Gulf  of  Venezuela,  Guayaquil. 

3*  Political  Features* 

Countries:  Guiana,  Colombia,  Argentine,  Bolivia,  Ecuador. 
Cities:  Panama,  Rio  Janeiro,  Buenos  Ayres,  Quito. 

EUROPE.    (Third  Time  Over.) 
1*  Physical  Features* 

Mountains:  Carpathian,  Scandinavian  Alps. 

Rivers:  Ural. 

Seas:  Irish  Sea. 

Bays,  Gulfs:  English  Channel,  Gulf  of  Genoa. 

Islands:  Corsica,  Crete,  Sardinia. 

2*  Political  Features* 

Countries:  Portugal,  Switzerland,  England,  Scotland,  Wales. 
Cities:  Moscow,   Copenhagen,   Constantinople,   Liverpool,   The   Hague, 
Stockholm,  Naples,  Venice,  Brussels. 

(21) 


ASIA.    (Third  Time  Over.) 
L  Physical  Features. 

Mountains:  Altai,  Pamir,  Mt.  Everest,  Mt.  Ararat. 
Rivers:  Yang-tse-Kiang,  Amoor,  Lena,  Obi,  Hoangho. 
Islands:  Formosa,  Celebes,  Java. 

Seas:  Okhotsk  Sea,  Arabian  Sea,  Indian  Ocean,  China  Sea. 
Bays,  Gulfs:  Gulf  of  Siam,  Bay  of  Bengal. 

2.  Political  Features* 

Countries:  Persia,  Corea. 

Cities:  Singapore,  Mecca,  Jerusalem. 


AFRICA.     (Third  Time  Over.) 

1.  Sketching. 

Continue  the  work  previously  outlined. 

2.  Physical  Features. 

Mountains:  African  Highlands. 

Rivers:  Zambesi. 

Lakes:  Nyassa,  Tanganyika,  Tchad. 

Gulfs,  Seas,  Bays:  Gulf  of  Aden,  Red  Sea. 

Capes:  Guardafui. 

Islands:  Madeira,  Canary,  St.  Helena. 

3.  Political  Features. 

Cmmtries:  Congo  Free  State,  Abyssinia. 
Cities:  Mozambique,  Pretoria. 


AUSTRALIA.     (Third  Time  Over.) 

I.  Physical  Features. 

Hi(jhlands:  Locate  the  region. 

Rivers:  Murray,  Barling. 

Gulfs:  Gulf  of  Carpentaria. 

Islands:  Tasmania,  New  Zealand,  New  Guinea,  East  Indies,  Philippines. 

3.  Political  Features. 

Cities:  Melbourne,  Sydney,  Wellington,  Adelaide,  Auckland. 

CALIFORNU.    (Third  Time  Over.) 
I.  Sketching, 

C'lntiiiue  th*-  outline. 

(22) 


2*  Physical  Features, 

Mountains:  Lyell. 

Rivers:  American,  Merced,  Kings,  Eel,  Klamath,  Colorado. 

Deserts:  Colorado,  Mohave. 

Capes:  Point  Arenas,  Point  Loma,  Point  Reyes. 

Lakes:  Mono,  Klamath,  Goose,  Clear. 

Valleys:  Death  Valley. 

Islands:  Farallones,  Santa  Cruz,  Catalina. 

3*  Political  Features, 

Counties:  Of   Southern    California,  Valley   counties,  Nevada   Division, 

Oregon  Division. 
Cities:  Sacramento,  Stockton,  Bakersfield,  Fresno,  Yuma,  Needles,  Santa 

Rosa,  Ukiah,  Marysville,  Mohave,  Vallejo. 

UNITED  STATES.    (Third  Time  Over.) 
!♦  Physical  Features, 

Mountains:  Sierra  Madre,  Blue  Ridge,  Cumberland,  Green. 

Rivers:  James,  Merrimac,  Connecticut. 

Islands:  Long  Island,  Bahama  Islands,  Cuba,  Hayti,  Jamaica. 

2,  Political  Features. 

States:  Mississippi  Valley  Division,  Rocky  Mountain  Division. 
Cities:  Vicksburg,  Minneapolis,  Baltimore,  Philadelphia,  Atlanta,  Den- 
ver, Sitka. 


PICTURED  RELIEF, 

By  WALTER  J.   KENYON. 


Of  the  many  devices  in  use  for  the  visualizing  of  geographical  forms, 
pictured  relief  is,  upon  the  whole,  the  most  satisfactory.  For  about  two 
decades  a  heroic  struggle  has  been  made  to  bring  the  sand  table  into  use. 
I  have  yet  to  meet,  however,  the  geography  teacher  who  persists  in  its  use 
after  a  fair  trial.  The  sand  table  offers  a  multitude  of  disadvantages  that 
more  than  offset  its  one  service — this  not  by  any  means  adequate — of 
visualizing  relief.  Pictured  relief,  while  free  from  the  shortcomings  of  sand 
modeling,  far  exceeds  the  latter  in  its  possibilities  for  suggesting  natural 
features.  It  is  of  such  surpassing  value  in  this  direction  that  no  text-books 
in  geography  are  now  published  without  a  series  of  pictured  continental 
reliefs.  It  must  be  said  of  these,  however,  that  they  lack  the  suggestion  of 
reality.  A  plaster  cast  lacks  interest  for  the  student  because  it  carries  the 
least  possible  feeling  of  reality  with  it.     And  if  such  a  plaster  cast  is  photo- 

(23) 


graphed  for  reproduction  on  the  text-book  page  this  shortcoming  remains. 
It  should  therefore  be  greatly  encouraging  to  the  teacher  to  reflect  that  her 
own  modest  attempts  at  the  blackboard  are  likely  to  carry  her  pupil  closer 
to  a  realization  of  structural  relief  than  are  the  more  pretentious  representa- 
tions on  the  text-book  page. 

The  value  of  such  use  of  the  blackboard,  in  holding  the  children's  atten- 
tion and  interesting  them  in  their  study,  is  ver}'  great.  And  the  teacher 
has  only  to  make  a  beginning  in  this  work  to  find  it  out.  One  student  said 
that,  as  she  sat  day  by  day  with  a  pictured  relief  of  North  America  on  the 
board  before  her,  its  valleys  seemed  to  dilate  and  become  populated  with 
forms  of  life. 

The  value  of  the  drawn  relief  over  the  mechanically  produced  one  lies  in 
precisely  that  touch  that  is  manifest  in  any  piece  of  handwork.  It  is  the 
difierence  between  a  Greek  vase  and  a  cast  bottle;  or  between  the  actual 
marble  as  it  leaves  the  sculptor's  tool  and  the  stamped  metal  replicas  that 
greet  the  modern  eye  at  every  turn.  In  any  work  performed  directly  by 
the  human  hand  there  is  that  vibrant  throb  of  life  that  alone  can  express 
thought  suffused  with  feeling.  No  other  thought  is  of  value,  in  an  educa- 
tional sense.  And  this  high  criterion  of  all  art  is  no  less  applicable  to  the 
humble  device  of  geographic  relief  sketching. 

The  Board. — By  long  odds  the  best  blackboard  for  our  purpose  is  the 
natural  slate.  And  those  teachers  are  to  be  envied  who  find  themselves  in 
communities  so  progressive  as  to  fit  their  schools  with  such  conveniences. 
In  order,  however,  that  less  fortunate  ones  shall  not  be  wholly  discouraged, 
I  have  purposely  drawn  some  of  the  accompanying  maps  upon  the  poorest 
possible  type  of  blackboard,  to  wit:  a  painted  plaster  wall.  The  map  of 
California  (Fig.  12)  was  drawn  upon  such  a  "blackboard." 

A  Substitute  for  Blackboards. — Frequently  our  students  draw  maps  of  too 
much  value  to  be  summarily  erased  at  the  end  of  the  day's  work.  And 
often  it  is  desirable  to  preserve  such  maps  throughout  a  series  of  lessons; 
and  again  it  may  be  desirable  to  carry  them  from  room  to  room  for  use 
before  various  classes.  The  discovery  of  black  pattern  paper  is  therefore  of 
considerable  value  in  the  case.  This  is  a  jet  black  paper  used  by  tailors  in 
cutting  patterns.  It  comes  in  sheets  two  feet  by  three  feet,  and  east  of  the 
Rocky  Mountains  costs  a  cent  a  sheet  at  paper  warehouses. 

This  black  paper  takes  the  chalk  in  a  most  satisfactory  way  and  the 
marks  are  readily  erased  with  a  cloth.  Maps  and  pictures  drawn  on  this 
black  paper  can  be  carried  from  room  to  room  or  from  school  to  school.  Or 
they  may  be  rolled  up  or  hung  up  and  preserved  indefinitely.  When  such 
an  extended  preservation  is  desirable,  the  drawing  may  be  blown  with  a 
spray  of  fixatif,  which  preserves  it  against  rubbing. 

The  Crayons. — The  crayons  to  use  are  those  ordinarily  used  in  school- 
rooms— the  common  soft  "chalk,"  both  white  and  colored.  Most  colored 
blackboard  work  fails  because  of  its  gaudy  crudeness.  But  this  may  be 
happily  remedied  Ijy  toning  down  the  harsh  colors  with  charcoal  as  you 

(24) 


work  along.     A  ten-cent  box  of  stick  charcoal  should  be  at  hand,  as  it  will 
be  called  for  in  any  work,  whether  in  plain  white  or  in  colors. 


A  pyramid. 


A  lighted  pyramid. 
Fig.  1. 


A  mountain. 


cerned,  is  the  unit  of  structure. 


Pictured  Reliefs. — For  our  purpose  we  may  think  of  a  mountain  as  con- 
ventionally a  pyramid.  It  could  be  represented  by  three  lines  inclosing 
the  two  visible  slopes.  If  we  now  imagine  our  pyramid  to  be  lighted  on 
one  side,  say  the  west,  the  other  side,  by  comparison,  will  be  dark. 

If  we  redraw  this  figure,  softening  the  lines  a  little,  we  have  a  mountain, 

so  far  as  our  present  need 
requires.  It  helps  the 
effect  to  draw  the  strokes 
out,  with  the  bare  fin- 
gers, into  the  surround- 
ing plain. 

This  mountain,  so  far 
as  map  drawing  is  con- 
A  range  of  mountains  is  merely  a  row  of 
these  units  hung  along  a  divide,  like  clothes  on  a  line.  The  tyro  will,  how- 
ever, make  this  resemblance  too  literal.  Her  divide,  or  water-parting,  will 
be  a  straight  line  instead  of  the  jagged  and  sinuous  meeting  of  slopes  that 
a  divide  invariably 
is.  Her  mountains, 
too,  will  be  all  of  a 
size  and  without  any 
passes  between  them , 
as  in  Fig.  2.  And 
when  she  first  tries 
to  show  the  passes 
she  will  make  them 
at  plain  level,  thus 
breaking  her  range 
up  into  unsatisfac- 
tory, disconnected  groups,  as  in  Fig.  4.  There  is  in  this  simple  exercise, 
therefore,  room  for  some  practice.     The  strokes  should  not  be  too  uniformly 

parallel.      They    should 
r^;^  mix   and  cross  so  as  to 

give  a.  general  light  and 
shade  effect.  They 
should    also     vary    in 


Sa  s  e 


Fig. 


Like  clothes  on  a  line. 


Fig.  3.    A  range. 


Fig.  4. 


'  Unsatisfactory,  disconnected 
groups." 


Fig.  5. 


An  odd  mis- 
take. 


Fig.  6. 


Not  right  or  left,  but 
upward." 


length,  that  the  mountains  may  be  of  different  heights.  On  comparing 
Fig.  3,  point  by  point,  with  Figs.  2  and  4,  these  various  criticisms  are  easily 
apparent. 


(25) 


An  interesting  objective  in  this  exercise  is  to  see  if  you  can  make  the 
range  terminate  gradually  or  dwindle  down  (Fig.  3),  instead  of  stopping 
with  an  abrupt  jumping-off  place,  as  in  Fig.  2. 

One  odd  mistake  which  nearly  every  beginner  makes  is  to  get  the  east 
slope  rising  from  the  summit  instead  of  falling.  Thus  in  Fig.  5  the  eastern 
base,  A,  is  actuall}^  higher  than  the  crest,  B.     To  avoid  this  we  have  only 


Fig.  7.    A  valley. 


Fig.  8.    An  elevated  valley,  or  plateau. 


to  keep  in  mind  our  original  figure,  the  pyramid,  with  its  vertex  pointing 
not  right  or  left,  but  upward.  The  eastern  base  will  then  keep  on  a  level 
with  the  western. 

After  your  mountain  range  has  a  rugged  and  natural  feeling,  try  a  valley 
by  adding  an  opposing  range.  The  effect  of  a  valley  is  most  readily  pro- 
duced by  striking  the  crayon  back  and  forth  with  a  cradling  motion,  taking 
care  to  have  the  maximum  light  in  the  right  place.     See  Fig.  7. 


Fig.  9.    Value  of  charcoal. 


Fui.  10.    Shadows  overdone. 


We  can  make  this  an  elevated  valley  or  plateau  by  making  the  inner 
slopes  short  and  the  outer  ones  long,  as  shown  in  Fig.  8. 

So  far  we  have  used  only  the  white  crayon.  Let  us  now  try  the  efifect  of 
charcoal  for  the  shadows.  This  may  be  easily  overdone.  A  little  charcoal 
goes  a  long  way.  Only  patient  experiment  is  required,  however,  to  make 
it  a  valuable  adjunct  of  the  blackboard  work.  The  proper  and  improper 
results  are  seen  in  Figs.  9  and  10. 

(2(1) 


Fig.  11.    A  part  of  North  America. 


Having  now  a  plateau,  somewhat  conventional  in  its  feeling,  let  us  make 
it  "look    natural."      A    real   plateau  is  a  rugged  mountain  land,  usually 

rimmed  by  higher  moun- 
tains. This  broken  sur- 
face is  easily  pictured 
by  working  in  smaller 
ranges,  not  too  uniform 
and  parallel.  Finally 
choose  a  place  that  looks 
likely  and  put  in  a  lake 
with  your  charcoal. 
Down  to  this  lake  and 
beyond  it  a  river  may 
flow,  breaking  finally 
through  the  coast  moun- 
tains and  reaching  the 
sea.  Be  careful  to  make 
the  river  taper,  begin- 
ning with  a  fine  line  at 
the  source  and  ending 
toward  the  mouth  with  a 
coarser  one.  The  line  should  wriggle,  to  give  the  effect  of  meandering.  The 
river  is  put  in  with  charcoal  after  the  land  surface  has  been  finished.  The 
lake  may  be  represented  by  the  bare  board,  its  contour  being  cut  out  by  the 
corner  of  a  blackboard  eraser. 

If  the  work  has  been  pains- 
takingly carried  to  this  point  we 
have  a  fair  representation  of  south- 
ern Mexico.  It  may  be  more  readily 
recognizable  by  adding  the  Yucatan 
peninsula  and  Central  America, 
as  in  Fig.  11. 

This  exercise  serves  as  a  key  to 
all  relief  drawing.  We  have  a  plain 
(Yucatan),  a  vallej'^,  a  range,  a 
plateau  between  ranges;  also  river, 
lake,  coast.  An  extension  of  this 
idea,  based  upon  a  careful  scrutiny 
of  a  text-book  map,  will  yield  a 
satisfactory  relief  of  any  geograph- 
ical area. 

It  should  be  said  here  that  the 
mere  copying  of  a  text-book  map, 
with  however  much  fidelity,  is  not 
really  a  strong  method  of  study. 
A  student  might  produce  a  remark- 
ably faithful  facsimile  of  the  pub-  fig.  r: 

(27) 


lished  map  and  yet  be  wholly  ignorant  of  the  area  he  has  represented. 
His  map,  therefore,  to  be  of  most  value,  should  not  be  in  a  direct  sense  a 
copy,  but  rather  a  record  of  what  he  knows  of  the  area  depicted,  reinforced 
and  corrected  by  reference  to  the  text-book  map. 

WHAT  SHALL  A  MAP  CONTAIN  ? 

There  has  been  some  discussion  as  to  what  a  map  for  elementary  school 
use  should  contain.  The  diversity  of  belief  in  this  regard  becomes  apparent 
in  a  comparison  of  the  maps  in  various  leading  text-books.  In  some  of 
these  the  continental  reliefs  have  been  divested  of  every  feature  that  gives 
them  the  feeling  of  land  masses. 

This  elimination  of  detail  may  easily  be  carried  too  far.  A  good  map  is 
not  entirely  symbolic.  It  is  to  some  degree  a  portrait  of  the  area  dealt  with. 
If  by  our  eliminations  we  obliterate  the  characteristics  of  the  area,  our  map 
wastes  the  paper  it  is  printed  upon.  The  lakes  of  the  Hudson  Bay  region, 
for  example,  are  of  a  minor  importance  economically;  and  a  very  good 
geography  course  might  be  given  in  which  the  pupil  never  so  much  as 
repeated  their  respective  names.  These  lakes  should  nevertheless  appear 
on  the  map,  because  they  strongly  characterize  that  area,  and  are  full  of 
meaning  to  any  eye,  taught  or  untaught.  It  is  one  thing  to  omit  mention 
of  natural  features  in  the  text.  It  is  quite  another  to  leave  them  out  of 
the  map. 

The  same  is  true  in  the  case  of  minor  rivers  where  they  occur  in  groups, 
as  in  our  Atlantic  slope.  To  the  eye  they  tell  a  silent  story  that  we  can  not 
afford  to  leave  out.  But  the  text  may  profitably  leave  many  of  them 
unnamed. 

Again,  portraiture  is  dealt  with  in  coast  lines,  where  it  is  indeed  most 
often  overlooked  in  the  so-called  simplified  maps.  A  map  that  defines  the 
coast  of  Norway  in  the  same  smooth  line  that  is  adapted  for  the  Baltic  shore 
loses  a  golden  opportunity  for  telling  a  fundamental  bit  of  geography  in  a 
simple  way.  Nor  can  this  sterilizing  tendency  be  excused  by  any  tenet  of 
pedagogy.  No  one  would  think  of  plucking  out  the  hairs  from  Lucy's  kitten 
that  the  child  might  behold  a  simpler  entity  in  her  pet.  Naturalism  is 
always  a  safe  guide  in  the  graphic  presentation  of  thought  material  for 
childhood. 

SOME  "DON'TS"  IN  PICTURED  RELIEF. 

(1)  Accented  Coast  Lines.  One's  first  impulse  is  to  strengthen  the  coast 
line  so  that  it  stands  out  as  an  object  in  itself,  instead  of  just  a  place  where 
two  surfaces  come  together.  In  a  properly  finished  map  the  coast  line 
should  not  show.  This  error  is  shown  along  the  Gulf  coast,  a,  in  Fig.  13. 
Compare  it  with  the  corresponding  coast  in  the  correct  map,  Fig.  14.  The 
remedy  is  to  use  a  soft,  sketchy  line  in  first  mapping  out  the  continent,  and 
to  let  it  go  at  that. 

(2)  Meaningless  Scollops.  Amateur  mappers  in  drawing  a  coast  line  are 
apt  to  wiggle  the  crayon  with  a  vague  idea  that  coasts  run  that  way.     The 

(28) 


result,  h,  is  entirely  without  feeling.  The  best  way  of  avoiding  this  mistake 
is  to  think  of  the  particular  stretch  of  coast  as  you  draw  it:  Is  it  a  rocky, 
deeply  indented  fiord  coast  as  in  Alaska  or  Norway,  or  a  succession  of  softly 
curving  beaches,  as  on  our  southern  Atlantic  seaboard?  Try  to  image  the 
region  as  you  draw  it. 

{S)  A  Killed  Coast  Line. — Having  just  discussed  this  point  there  remains 
only  to  illustrate  it.  In  Fig.  13,  c  shows  a  killed  coast  line.  To  be  consist- 
ent the  cartographer  advocating  such  departures  must  kill  his  rivers  also — 
stiffen  them  into  walking  sticks  instead  of  meandering  streams.     How  can 


Fig.  13.    A  Budget  of  "  Don'ts." 

he  avoid  it !  Singularly  enough  his  maps  adhere  painstakingly  to  the  truth 
in  the  matter  of  length  and  breadth.  Yet,  as  to  the  value  of  data,  let  us 
contrast : 

1.  North  America  is  5,700  miles  I  2.  The  fiords  of  Alaska  are  unlike 
long  and  3,200  miles  wide.  the  sandbars  of  Carolina. 

Now,  why  should  a  map  for  elementary  school  use  be  insistent  about 
fact  1  and  carefully  eliminate  fact  2  ! 

(4)  Omission  of  Plateaus.— In  a  land  mass  the  big  thing  is  the  plateau,  not 
the  mountain.     This  is  true  whether  we  consider  merely  their  respective 

(29) 


bulks  or  their  economic  aspect  as  controls.  Notice  at  d  the  mountains  seem 
to  rise  abruptly  out  of  a  lowland  instead  of  a  plateau  or  table-land.  In 
other  words,  the  Utah  plateau  is  made  to  look  exactly  like  the  Mississippi 


}•']<;.  M.    North  America,  as  it  ouKht  to  look. 


bottomlands.  If  this  mistake  were  shown  in  profile  it  would  appear  as  in 
Fig.  15,  while  the  correct  idea  (save  of  course  for  vertical  exaggeration) 
would  be  better  served  by  Fig.  16. 

(30) 


Think,  therefore,  of  the  plateau  rather  than  the  range.  Look  for  the 
plateau  in  your  text-book  map.  If  it  is  a  good  physical  map,  with  a  color 
scheme,  the  coloring  will  show  the  plateau  area.  A  good  text-book  map, 
carefully  studied,  is  the  equivalent  of  many  pages  of  print. 


SEA  LEVEL. 

Fig.  15.    Where  is  the  plateau  ? 


Fig.  16.    The  plateau,  not  the  mountain,  is  the  big  thing. 

(5)  Chopped-off  Ranges.— ^o  elevations  save  foothills  ever  abut  directly 
upon  a  lowland.  Nor  do  we  ever  find  sea-level  plains  breaking  principal 
ranges.  The  yawning  blanks  at  e,  Fig.  13,  are  a  mistake  in  both  idea  and 
expression.  The  great  continental  ranges  are  nowhere  broken  up  into  these 
choppy  masses.  It  is  true  there  are  passes.  But  these  are  not  sea-level 
gaps,  they  are  thousands  of  feet  in  altitude.     Keep  in  mind  the  continuous 

plateau  and  there  will 
be  no  inclination  to 
leave  these  impossible 
blanks.  A  good  way 
of  beginning  is  to  rub 
in  the  plateaus  in  a  flat 
white  tint,  regardless  of 
mountains,  as  in  Fig. 
17;  and  build  in  the 
mountains  later. 

(6)  Rivers  Cut  Off.— 
A  common  fault  in  pic- 
tured relief  is  to  start  a 
river  a  thousand  miles 
or  so  short  of  its  true 
source,  as  at  /.  This 
seems  to  arise  from  a 
lack  of  understanding 
of  the  relations  of  moun- 
tains   to    rivers.      No 

Fig.  17.    Rub  in  the  plateaus,  regardless  of  mountains.  j     •      j        •  / 

good-Sized  river  (save 
the  Volga)  takes  it  rise  in  a  lowland.  On  the  contrary,  the  upper  waters  of 
such  streams  are  apt  to  flow  for  long  distance  between  closely  confining 
ranges.  Thus  the  mountains,  if  correctly  placed,  help  us  to  place  the 
rivers,  and  vice  versa. 

(7)  Streams  Without  Taper. — It  requires  but  a  glance  at  the  text-book 
map  to  see  the  rivers  beginning  at  their  sources  as  fine  lines;  and  thence 

(31) 


gradually  augmenting  until,  in  their  lower  courses,  these  lines  have  con- 
siderably more  body.  Simple  and  expressive  as  is  this  device,  the  tyro  will 
often  overlook  it  and  make  her  river  look  like  a  bent  poker,  as  at  g.  It  is 
sometimes  worth  while  to  practice  drawing  rivers,  apart  from  the  map,  until 
two  things  are  accomplished:  the  said  tapering  from  source  to  mouth  and 
a  natural  meandering,  instead  of  the  meaningless  wiggle  shown  at  h. 

STRUCTURAL  RELIEFS  IN  COLOR. 

In  the  foregoing  exercises  we  have  used  only  white  crayon,  with  charcoal 
for  the  shadows  and  watercourses.  The  same  method  in  colored  crayon 
yields  results  very  gratifying. 

The  colored  crayon,  or 
blackboard  "  chalk  "  costs  but 
a  trifle  more  than  the  white 
and  is  sold  by  all  school  sup- 
plies people.  The  colors  are 
glaringly  crude,  and  if  used 
pure,  they  give  results  fearful 
to  see,  but,  if  toned  down  with 
either  charcoal  or  white  cray- 
on during  the  work,  these 
same  colors  yield  effects  satis- 
fying to  the  most  critical  eye. 

There  is  no  special  method 
to  be  followed.  Perhaps  the 
following  is  as  good  as  any. 
After  outlining  your  conti- 
nent, lay  on  the  plateaus  in 
white  and  the  lowlands  in 
green.  Choose  a  bright,  cheer- 
ful green,  not  a  bluish  tone. 
We  now  have  the  ivhole  area 
filled  in  with  either  white  or 

green  vrig.  lOj.  Fig.IS.    "The  whole  area  filled  in  with  either  white  or  green." 

On  the  white,  mark  off  the 
divides  of  the  principal  mountain  ranges.  Then  with  white  crayon  crush 
on  the  light  side  of  the  mountains.  Get  the  most  intensely  light  effect  at 
the  crest.  Make  your  strokes  slightly  concave  and  draw  them  out  into  the 
valleys,  horizontally.  Do  the  dark  side  of  each  range  similarly,  using  char- 
coal. Use  the  charcoal  moderately,  and,  if  the  eifect  is  too  black,  relieve 
with  a  few  touches  of  white  smudged  in  with  the  finger. 

At  this  point  our  mountains  will  very  probably  appear  disconnected 
from  the  plateau  underlying  them.  A  little  smudging  at  the  base  will 
unite  them  with  the  plateau  color  so  that  they  appear  not  shick  to  the  plateau, 
hut  looiiiin(j  out  of  it.     Finally,  put  in  the  rivers  in  charcoal. 

Now,  sit  down  at  least  six  feet  from  your  map  and  criticise  it  according 
to  the"  Budget  of  Don'ta"  in  Fig.  13.     (1)    Does  your  coast-lino  show  as  a 

(32) 


thing  in  itself?  If  so,  smudge  it  landward  until  it  loses  itself  completely  in 
the  land  coloring.  (2)  If  your  coast-line  wriggles  along  in  meaningless 
scallops,  go  over  it  again  with  crayon  and  eraser  and  try  to  give  it  character. 
(3)  So,  also,  if  you  have  put  in  a  killed  coast-line,  doctor  it  up  into  life 
and  meaning.  (4)  If  your  mountains  spring  suddenly  out  of  lowlands  you 
have  omitted  the  most  important  part  of  the  highlands — the  plateau.  Rub 
this  in,  in  white,  about  the  base  of  the  mountains,  and  knit  the  two  thoroughly 
together  by  smudging  with  the  finger.  (5)  See  if  your  ranges  are  chopped 
off  in  abrupt  sections  like  sausages.  If  so,  fill  the  gaps,  and,  at  the  termina- 
tion of  each  range,  taper  it  down  gradually  into  the  lowland.  (6)  Is  your 
divide  too  straight  and  regular?     If  so,  build  on  a  high  peak  here  and 

there  with  white,  and  at 
other  places  cut  a  lower 
place  with  the  charcoal. 
(7)  Have  you  held  to  the 
tent  shape  (/\)  for  your 
mountains,  or  have  you  in- 
advertently tipped  your  tent 
over,  so  (>)?  (8)  Now, 
examine  your  rivers  care- 
fully. Are  the  sources  in 
the  right  locality,  or  have 
you  lopped  off  seven  or  eight 
hundred  miles  from  each 
river,  thus  destroying  its 
reference  to  the  highland 
which  feeds  it?  (9)  See, 
also,  that  your  rivers  taper 
from  source  to  mouth. 

Remember  that  the  maps 
should  show  the  plateaus 
as  quite  different  from  the 
lowlands.  In  North  Amer- 
ica (Fig.  14)  compare  the 
Colorado  plateau  with  the 
Mississippi  valley,  or  the 
Mexican   plateau   with   the   Atlantic   coastal   plain. 

This  difference  of  effect  is  secured  partly  by  direction  of  stroke.  Moun- 
tains inclosing  a  valley  have  their  inner  slopes  as  deep  as  their  outer  ones. 
But  the  inner  slopes  of  a  plateau  rim  are  shorter  than  its  outer  ones.  (See 
Figs.  7  and  8.)  Then,  again,  a  plateau  is  always  a  tumbled  sea  of  lesser 
mountains  rising  out  of  a  table-land.  The  very  act  of  putting  in  these  minor 
mountains  gives  to  the  plateau  the  solid,  massy  effect  you  seek,  while,  on  the 
other  hand,  the  broad,  horizontal  strokes  of  the  valley,  put  in  with  less 
strength,  give  a  contrasted  flatness. 

If  it  is  desired  to  suggest  climate,  as  well  as  topography,  reserve  all  posi- 
tive green  effects  for  the  well-watered  areas.     In  the  arid  parts  temper  the 
3  (33) 


Fig.  19 


green  with  reds  and  terra  cotta  tones.  This  will  give,  in  a  striking  manner, 
the  effect  of  desert  tracts.  Do  not  overdo  the  reddish  colors,  however. 
Remember  that  in  a  good  color  composition  reds  and  yellows  are  sparingly 
used.  If  you  decide  to  use  red  and  yellow  in  your  map  it  is  well  to  work 
some  deep  blue  into  the  mountain  shadows.  Blue  may  then  be  used,  also, 
instead  of  black,  for  rivers  and  lakes,  and  sometimes  for  the  coastal  waters. 
Of  course,  the  farther  you  depart  into  the  complexity  of  color  combinations 
the  greater  the  danger  of  unfortunate  effects  as  to  harmony.  The  simple 
combination  first  mentioned  of  bright,  cheerful  green  for  the  lowlands  and 
white  for  plateaus  can  hardly  be  exceeded  for  pleasing  effect.  The  general 
idea  is  given  in  Fig.  19,  so  far  as  black  and  white  permit. 

READING  A  MAP. 

As  was  earlier  remarked,  the  proper  reading  of  a  good  text-book  map  is 
the  equivalent  of  many  pages  of  text  in  the  measure  of  information  con- 
veyed. There  is  the  "legend  "  to  begin  with.  Down  in  one  corner  of  the 
map  is  usually  to  be  found  a  little  printed  explanation  of  the  various  colors 
and  symbols  employed  in  that  particular  series  of  maps.  It  is  a  very  good 
tonic  for  the  teacher  herself,  as  well  as  her  pupils,  to  go  over  this  legend 
occasionally,  and  thus  renew  a  possibly  lapsed  acquaintance  with  the  map 
in  its  fullest  value. 

The  oceans,  for  instance,  are  probably  colored  in  two  tones  of  blue. 
What  does  each  tone  signify?  The  land  areas  are  colored  in  several  tints. 
The  green  is  used  to  represent  lowland,  but  just  what  elevation  ceases  to  be 
lowland,  according  to  convention?  In  the  plateau  colors,  which  represents 
the  lowest  plateau  areas  and  which  the  higher  ones? 

Estimate  the  altitude  of  some  city  on  the  map,  as  La  Paz;  or  a  lake,  as 
Titicaca.     Verify  by  the  encyclopedia  or  "  Lippincott's  Gazetteer." 

Here  are  two  tests  that  work  well  as  blackboard  exercises: 

Draw  an  outline  of  South  America  and  express  your  notion  of  its  eleva- 
tions by  inserting  cross-sections.  Let  these  be  at  latitudes  5°  N.,  equator, 
20 'S.,  and  40°  S.     (See  Fig.  20.) 

Draw  another  outline  of  South  America.  Now,  suppose  the  continent 
were  to  sink  1,50Q  feet  into  the  sea,  how  would  this  subsidence  modify  the 
coast  line?  Show  it  in  the  drawing  (Fig.  21).  Again,  suppose  a  further 
subsidence  of  3,500  feet,  making  5,000  feet  in  all.     Show  the  new  coast  lines. 

Now,  as  to  rivers.  Take,  for  example,  the  Amazon.  In  how  many 
ways  does  the  map  tell  the  direction  of  its  How  ?  Can  you  say,  from  any 
marks  on  your  map,  how  far  up  the  various  rivers  are  navigable  ?  If  not, 
it  is  not  much  of  a  map. 

Infer  the;  character  of  the  coast  of  lower  Chili.  Compare  it  with  that 
about  Buenos  Ayres. 

As  to  the  cities — how  can  you  tell  whether  any  given  one  is  important 
or  not  ? 

What  do  the  lines  mean  that  extend  right  and  left  across  the  map? 
What  is  latitude  ? 

(31) 


On  the  basis  of  latitude  and  altitude  make  a  judgment  as  to  the  climate 
of  some  city — say  Quito,  in  Ecuador  ;  also  Para,  in  Brazil. 

What  do  the  lines  signify  that  extend  up  and  down  across  the  map  ? 
What  is  longitude  ?     What  is  a  degree  ? 

On  the  basis  of  latitude  and  longitude  discover  the  antipodal  point  of 
any  place — say  your  own  home. 

Find  the  "scale  of  miles"  on  your  map.     Invent  some  use  for  it. 

Using  the  scale  of  miles  find  out  how  far  your  home  is  from  some  definite 
point,  such  as  a  city,  mountain,  or  coast. 

On  the  basis  of  latitude  calculate  how  many  miles  you  are  from  the 
equator;  also  from  the  poles. 

On  the  basis  of  longitude  calculate  the  distance  in  miles  between 
Guayaquil  and  Para. 


Fig.  20.  Fig.  21. 

Verify  your  answer  by  measuring  the  distance  with  the  scale  of  miles. 

Other  interesting  exercises  may  be  given'on  the  special  maps  of  climate, 
vegetation,  commerce,  etc. 

Lest  it  be  imagined  that  we  have  departed  from  the  subject  of  chalk 
talk  it  is  well  to  reflect  that  an  intimate  acquaintance  with  the  map  is  the 
only  basis  for  correct  map  drawing.  Otherwise  the  exercise  degenerates 
into  the  mere  tracing  of  lengths  and  breadths  which  are  without  meaning, 
and  hence  without  value.  Surely  no  one  cares  to  know  merely  that  South 
America  is  longer  than  it  is  wide.  A  continent  is  like  a  human  being. 
One  can  not  draw  a  character  sketch  of  John  Doe  by  only  setting  down  his 
avoirdupois.  And  that  is  exactly  what  a  blackboard  map  should  be — a 
character  sketch.  And  it  will  answer  wonderfully  to  this  description  if 
your  imagination  rides,  tourist-like,  upon  your  crayon  as  it  moves. 


(35) 


CHAPTER  IV. 
SPECIAL  METHOD  OF  DESCRIPTIVE  GEOGRAPHY, 


THE  METHOD  OF  SUPPLEMENTARY  READING. 

The  best  method  of  building  up  those  associations  which  are  selected  as 
being  essential,  is,  as  I  have  already  suggested,  by  the  wide  and  exhaustive 
use  of  supplementary  reading.  The  teacher  should  constantly  be  on  the 
alert  for  interesting  stories  of  life  or  adventure,  for  biography,  for  fiction, 
and  for  vivid  descriptions  which  will  be  of  interest  to  the  children  and 
which  at  the  same  time  have  their  atmosphere  and  setting  true  to  geographic 
fact.  Much  good  material  of  this  nature  is  to  be  found  in  the  popular 
magazines  of  the  day.  This  sort  of  material  will  usually  be  found  better 
suited  to  our  purpose  than  made-to-order  children's  books,  which  are  usually 
written  either  to  sell  or  else  to  exploit  some  educational  theory.  The  guiding 
principle  in  the  selection  of  books  or  magazine  articles,  for  given  grades,  is, 
first,  their  adaptability  to  the  average  pupil  in  the  grade;  and,  second,  their 
usefulness  in  supplementing  the  topics  which  the  teacher  wishes  to  bring 
out  in  her  recitations.  The  teacher  will  find  that  whatever  effort  she  makes 
both  in  building  up  her  school  library'  along  these  lines  and  in  gathering  for 
her  private  collection  short  stories,  pictures,  and  curios,  which  serve  to 
illustrate  geographic  essentials,  will  be  amply  rewarded  by  the  large 
increase  in  school-room  effectiveness  which  will  immediately  result.  (For 
the  help  of  teachers  who  desire  to  know  the  best  books  in  this  connection, 
we  give  a  list  of  books  which  have  all  been  tested  in  our  practice  and 
represent  the  best  of  the  kind  which  has  thus  far  been  written.) 

In  handling  this  supplementry  reading  we  would  suggest  that  the 
teacher  will  get  much  better  results  by, taking  up  a  given  region  and 
dwelling  on  that  before  passing  to  another  region,  than  by  passing  over  each 
in  a  desultory,  haphazard  way.  She  could  work  out  to  advantage  a  course 
of  reading  and  discussion  arranged  on  the  spiral  plan.  It  would  be  better 
to  pass  rapidly  over  the  world's  characteristic  areas,  fixing  a  few  associations 
in  each,  than  to  spend  the  year  in  doing  exhaustively  but  a  few  regions. 
The  second  term  or  year  she  could  in  a  similar  manner  pass  over  the  areas 
a  second  time,  reviewing  and  fixing  new  associations.  Whatever  the  teacher 
undertakes,  however,  should  be  done  thoroughly  and  with  purpose. 

Each  recitation,  to  be  effective,  must  be  a  definite  piece  of  work  with 
specific  preparation  on  the  part  of  both  teaeher  and  i)upil.  Tiie  teacher 
should  decide  what  points  she  wants  brought  out,  then  assign  to  the  chil- 
dren definite  references  bearing  on  these  ])oint8.     The  children  will  then 

(36) 


come  to  the  recitation  with  an  abundance  of  information  and  with  different 
points  of  view.  The  teacher  by  questions  and  by  suggestions  guides  the 
discussion  in  such  a  way  as  to  bring  out  and  emphasize  the  essentials 
which  she  wishes  established. 

A  list  of  the  world's  characteristic  areas,  together  with  those  facts  and 
feelings  which  we  feel  the  teacher  should  keep  constantly  before  her  as  the 
essentials  on  the  descriptive  side,  follows. 

THE  METHOD  OF  THE  CHALK  TALK* 

When  for  any  reason  a  sufficient  number  of  suitable  books  and  refer- 
ences on  an  essential  topic  are  not  at  the  command  of  the  teacher,  she  should 
prepare  herself  carefully  on  the  details,  then  take  her  class  or  her  school  as 
a  whole  and  tell  them  the  story  in  as  interesting  a  manner  as  she  can.  The 
story  can  be  made  much  more  vivid  and  interesting  if  she  illustrates  what 
she  has  to  say  by  drawing  diagrams  or  pictures  on  the  board. 

After  presenting  her  material  in  this  manner  she  can  send  the  younger 
children,  if  in  a  school  of  many  grades,  to  the  blackboard  to  reproduce  her 
story  in  drawings,  after  which  it  can  be  made  the  basis  of  their  language 
work ;  at  the  same  time  she  can  question  the  older  children  on  the  matter 
presented  in  her  talk,  emphasizing,  as  she  does,  those  essential  facts  which 
she  wishes  them  to  remember.  In  this  manner  the  few  essentials  of  each 
talk  become  part  of  a  cumulative  list,  which  she  reviews  from  time  to  time, 
thus  insuring  their  permanent  retention. 

To  illustrate  concretely  what  we  mean  by  such  a  talk,  one  on  "The 
Production  of  Rubber"  follows.  The  illustrations,  b}'  Mr.  Walter  J.  Kenyon, 
are  given  for  the  purpose  of  showing  teachers  how  they  can  illustrate  their 
own  stories  at  the  board  as  they  tell  them  to  their  children. 

^^ Chalk  Talk''  on  the  Production  of  Rubber. 

Teacher^s  Preparation  : 

1.  She  should  read  at  least  one,  if  possible,  more,  of  the  following  references: 

Kingston,  "On  the  Banks  of  the  Amazon,"  pp.  467-470. 

Carpenter,  "  Geographical  Reader,  South  America,"  pp.  312-320. 

Morris,  "Halt  Hours  of  Travel,"  Vol.  I,  pp.  428-432. 

Xery,  "  Land  of  the  Amazons  "  pp.  189-219. 

Knox,  "Boy  Travelers  in  South  America,"  pp.  299-303. 

Markwick  and  Smith,  "The  South  American  Republics,"  pp.  208-213. 

Carpenter,  "  South  America,  Social,  Industrial,  and  Political,"  pp.  582-593. 

Rupert,  "Geographical  Reader,"  pp.  142-146. 

"The  Amazon  and  Its  Wonders,"  pp.  140-147. 

2.  She  should  collect  all  available  pictures  illustrating  the  several  stages  through  which 
the  crude  rubber  passes.  If  possible,  she  should  obtain  specimens  of  the  crude  rubber  and 
also  specimens'  representing  the  various  stages  in  the  process  of  refining.  Small  boxes 
containing  these  samples  can  be  obtained  by  applying  at  the  office  of  almost  any  rubber 
company  in  San  Francisco. 

As  one  winds  in  and  out  among  the  overhanging  vines  and^ieepers 
along  the  narrow  and^_tortuous  channels  of  the  Ania^Qn_jliver^^e_ngw_and 
then  comes  out  upon  a  clearing  near  the  river's  bank  ^occupied  by  ajow, 
one-storiedTbuiTdlng,  foofed^with  tiles  and  surrounded  by  a  wide  veranda. 


At  one  end  of  the  house  is  a  storeroom  filled  with  groceries  and  supplies. 
On  the  veranda  are  piles  of  what  appear  to  be  smoked  hams,  but  which  are 
really  lumps  of  crudbj:ubhfij!JVKaitiiig_  to  be  shipped  down  the  river  to  Para, 
the^aport  of  the  Amazon  region,  where  Indians  and  Negroes  crate  them  in 
big  boxes  for  shipment  to  England  and  the  United  States.  A  rude  wharf  of 
poles  supporting  crossbars  of  unhewn  timbers  projects  insecurely  into  the 
river's  channel  to  make  easier  the  loading  and  unloading  of  tiie  river  boats. 
This  is  the  house  of  a  rubber  planter,  and  all  about,  stretching  back  from 
the  river  for  miles,  is  his  plantation. 

Though  this  great  stretch  of  country  is  called  a  plantation,  it  differs 
very  greatly  from  the  common  notion  of  a  plantation.  When  w^speak  of 
a  cotton  plantation  or  of  a_sugar  plantation,  or  again  when  we  think  of  a 
coffee  plantation  in  the  highlands  of 
Brazil,  we  think  of  the  cotton  plajits, 
or  the  8ug|Lr_canes,  or  the  coffee  busjies, 
as  the  case  may  be,  as  being  very  close 
to  each  other.  The  trees  in  a  rubber 
plantation,  on  the  other  handj^re  widely 
scattered.  They  do  not  grow  together  in 
groves,  as  many  seem  to  think.  In  fact, 
the  trees  are  so  far  apart  that  each  man 
is  obliged  to  travel  several  miles  in 
collecting  his  sap  for  the  day.  Narrow 
paths  lead  from  the  planter's  Jiome 
through  the  dense  tangle  of  underbrush 
to  each  of  these  separate  trees.  The 
number  of  these  paths  determines  the 
size  and  valuation  of  the  plantation. 

Each  collector  has  charge^of  but  one 
path,  over  which  he  travels  once  each 
d^.  The  number  of  trees  on  his  path 
varies  from  sixty  to  one  hundred  and 
fifty,  depending  upon  their  distance 
apart.     He   leaves   his   camp   early    in 

the  morning  armed  with  a  hatchet,  the  blade  of  which  is  about  one  inch 
wide,  and  a  number  of  small  tin  cups,  or  sometimes,  pieces  of  bamboo 
closed  at  one  end.  With  his  hatchet  he  makes  a  gash  in  a  tree  and  fastens 
one  of  the  cups  under  the  wound.  As  he  pulls  h'is  hatchet  from  the 
bark  a  milk-white  fluid  oozes  out  and  drips  slowly  into  the  cup  placed 
under  it.  In  the  same  manner  he  makes  two  or  three  more  gashes  in  the 
tree  trunk,  fitting  them  in  each  case  as  before  with  the  cup.  He  thus 
passes  from  tree  to  tree,  tapping  each  until  he  has  visited  all  the  trees  on 
his  path.  About  noon  he  begins  to  retrace  his  steps,  emptying  the  sap  from 
the  cups,  as  he  does  so,  into  a  large  gourd,  which  he  carries  strapped  to 
his  back.  The  amount  of  sap  which  he  collects  varies  according  to  the 
richness  of  the  trees,  luit  usually  two  (juarts  each  day  is  considered  a  satis- 
factory amount. 

(38) 


As  soon  as  he  reaches  camp  the  collector  sets  about  the  first  step  in  the 
process  of  curing  the  sap  and  making  it  fit  for  commerce.  When  exposed  to 
the  air  the  sap  hardens^nd  the  rubber  becomes  of  an  inferior  quality.  So 
the  collector  cures  his  sap  as  soon  after  he  collects  it  as  he  can.  This  is 
done  by  smoking  it  with  a  smoke  made  by  burning  the  nuts  of  a  certain 
palm  tree.  After  the  fire  is  built  the  native  places  an  earthen  jar  over  the 
fire.  This  jar  has  a  narrow  neck,  and  as  the  nuts  smolder  and  burn,  a 
a  dense  smoke  pours  out  through  this  rude  chimney. 

The  native  takes  a  wooden  paddle  with  a  long  handle  and  dips  it  into 
the  sap.  He  then  holds  it  in  the  smoke,  twirling  it  over  and  over  as  he 
holds  it  there.     The  milk   hardens  and  becomes  grayish  yellow  in  color. 


He  again  thrusts  thejiaddle  into  the  milk  bowl  and  again  into  the  smoke. 
Thus  he  adds  layer  to  layer  until  there  is  a  mass  of  rubber  about  the  end 
of  the  paddle  as  large  as  a  six-pound  ham.  He  cuts  down  one  side,  takes 
it  off  the  paddle  and  hangs  it  in  the  sun  to  dry,  as  there  is  always  a  little 
water  between  the  layers  which  should  be  allowed  to  evaporate.  In  color 
it  turns,  during  the  process  of  smoking,  from  clear  white  to  yellow  and 
finally  to  the  dirty  brown  of  commerce.  After  it  has  been  thoroughly  dried 
the  natives  carry  it  to  the  planter's  house  and  there  pile  it  up,  where  it 
awaits  shipment  down  the  river  to  Para. 

Instead  of  the  wooden    paddle  upon  which  to  smoke  the  rubber  the 
native  sometimes  uses  a  mold  of  clay.     Formerly,  molds  in  the  shape  of  the 

(39) 


human  foot  were  used,  and  in  this  manner  the  natives  fashioned  the  rubber 
shoes  that  were  worn  in  America  forty  or  fifty  years  ago.  By  soaking  the 
mass  in  water  the  mold  came  to  pieces  and  could  then  be  shaken  out. 

Swiss  Family  Robinson  {adapted). — A  number  of  years  ago  a  family 
consisting  of  a  father,  a  mother,  and  their  four  boys  sailed  from  England 
for  one  of  the  islands  near  Australia.  In  the  southern  seas  they  were  over- 
taken by  a  fearful  storm.  For  six  long  and  terrible  days  they  were  driven 
about  b}'  the  gale.  As  the  morning  of  the  seventh  dawned  the  storm 
redoubled  its  fury,  and  they  realized  that  they  were  lost. 

In  the  cabin  the  boys  clung  tearfully  to  the  skirts  of  their  mother,  while 
the  father  tried  to  calm  their  terrors,  though  he  himself  could  scarcely 
restrain  his  sorrow  at  the  thought  that  his  family  must  soon  be  torn  apart. 
But  above  the  fury  of  the  storm  the  cry  of  "Land"  rang  out,  and  the  next 


Fig.  24. 


instant,  with  a  crash,  the  ship  struck  a  rock.  The  captain  and  crew  rushed 
to  their  boats  and  left  their  helpless  passengers  to  their  miserable  fate. 
Instead  of  sinking,  the  ship  was,  by  a  fortunate  chance,  firmly  and  safely 
wedged  between  two  great  rocks.  The  next  day  the  storm  subsided.  The 
father  and  the  oldest  boys  lashed  together  a  number  of  casks  which  they 
found  in  the  hold  of  the  vessel,  and  ballasting  their  crude  raft  with  all  the 
useful  things  they  could  take,  they  carefully  placed  the  mother  in  one  of  the 
casks  and  the  little  boys  in  another.  Fritz,  the  eldest,  took  his  place  at  the 
front  of  the  raft,  while  his  father  stood  at  the  stern  in  order  to  better  guide 
the  craft.  In  this  manner,  by  careful  rowing,  they  made  their  way  without 
accident  to  the  mainland  several  miles  distant. 

They  found  the  land  which  they  reached  a  land  of  high  trees,  of  pleasant, 
grassy  meadows,  and  of  clear  springs.  They  built  themselves  a  home  high 
up  among  the  branches  of  one  of  the  trees.     They  made  a  rope  ladder,  by 

(40) 


which  they  could  reach  their  house  and  which  could  be  easily  pulled  up 
when  danger  threatened. 

The  boys  with  their  father  made  frequent  trips  into  the  country  round 
about  in  search  of  game  and  fruits  and  in  order  to  better  learn  the  nature 
of  the  country  upon  which  a  cruel  storm  had  cast  them.  As  they  were  one 
day  walking  through  an  open  space  in  the  forest  on  one  of  these  hunting 
expeditions,  Fritz,  who  was  in  the  lead,  suddenly  stopped  in  alarm  and 
beckoned  to  his  father  to  listen.  In  a  moment  they  heard  at  a  little  distance 
in  the  forest  what  sounded  like  the  popping  of  firecrackers  or  the  cracking 
of  a  pistol.  Never  having  seen  any  human  beings  in  the  region,  they  were 
at  a  loss  to  explain  the  peculiar  though  seemingly  familiar  sounds.  With 
cautious  and  slow  step  they  entered  the  forest.  They  had  proceeded  but  a 
short  distance  when  it  seemed  that  the  sounds  came  from  above  their  heads. 
Upon  glancing  upward  they  found  to  their  surprise  as  well  as  relief  that  the 
sounds  were  produced  by  the  bursting  of  the  nuts  on  one  of  the  forest  trees. 
Under  the  influence  of  the  hot,  mid-day  sun  the  nuts  which  had  ripened 
burst  their  shells  with  a  loud  report  and  scattered  the  seed  which  they 
contained  to  a  considerable  distance  around. 

Fritz  was  much  surprised  to  see  his  father  take  out  his  knife  and  make 
an  incision  in  the  bark  of  the  tree.  He  made  a  cup  of  leaves  and  placed 
it  under  the  incision  to  catch  the  sap  which  slowly  oozed  out.  They  took 
great  care  to  mark  the  tree  in  order  that  they  would  have  no  difficulty  in 
finding  it  upon  their  return. 

The  next  day  the  boys  eagerly  gathered  about  their  father  as  he  took  up 
the  cup  containing  the  sap  which  he  had  collected  the  day  before.  He  first 
took  an  old  pair  of  stockings  and  filled  them  with  sand.  Over  the  outside 
he  spread  a  thi"n  layer  of  clay  and  dried  it  in  the  sun.  After  the  clay  was 
hard  he  took  a  brush  and  smeared  a  thin  coat  of  the  sticky  sap  over  the 
outside  of  the  clay  and  hung  it  in  the  sun.  After  it  had  dried  he  repeated 
the  operation.  In  this  way,  layer  after  layer  was  added  to  the  mold  he  had 
prepared.  After  the  last  layer  was  thoroughly  dry  he  poured  out  the  sand 
and  soaked  the  remainder  of  the  mass  in  water.  After  a  little  time  the 
clay  softened  and  was  shaken  out.  This  left  a  dirty-looking  mass  the  exact 
shape  of  the  foot,  which  the  boys  saw  at  once  was  a  shoe.  The  father  then 
explained  that  the  tree  which  they  had  discovered  in  the  forest  and  whose 
seeds  were  popping  like  firecrackers  was  an  india-rubber  tree,  similar  to 
those  which  grow  so  abundantly  in  the  flooded  portions  of  the  Amazon 
valley. 

This  family  lived  in  their  tree  home  for  several  years  until  they  were 
discovered  by  a  passing  ship  and  taken  back  to  civilization.  They  found  a 
great  many  useful  products  in  their  island  home,  but  none  proved  more 
serviceable  to  them  than  this  discovery  of  the  india-rubber  tree. 

The  first  rubber  about  which  we  know  anything  came  from  India,  and 
so  it  came  to  be  called  india-rubber.  In  England  it  was  first  used  for 
the  purpose  of  rubbing  out  pencil  marks.  This  gave  it  its  name  of  rubber. 
Toward  the  close  of  the  eighteenth  century  artists  valued  it  very  highly  for  this 

(41) 


purpose,  and  paid  in  consequence  high  prices  in  order  to  get  it.  It  was  not 
until  1820  that  people  began  using  it  for  other  things  than  for  the  erasure 
of  pencil  marks.  About  this  time  Mr.  Mackintosh  invented  the  rubber 
coat.  Other  inventions  quickly  followed.  To-day  we  ride  upon  it  in  our 
carriages  and  on  our  bicN'cles.  We  use  it  by  the  ton  to  protect  us  from 
the  rain.  One  New  England  factory  alone  makes  30,000  pairs  of  rubber 
overshoes  each  day.  At  a  recent  auction  in  Boston  4,000,000  rubbers  were 
sold  to  one  man.  We  bind  our  papers  together  with  rubber  bands.  We 
use  rubber  on  the  tips  of  our  pencils  and  on  the  fruit  jars  in  our  pantry. 
Combs,  penholders,  jewelry,  and  hundreds  of  other  articles  are  made  from 
this  product.  In  fact,  there  is  scarcely  an  industry  or  an  art  which  does 
not  utilize  rubber  in  one  way  or  another. 

Story  of  Charles  Goodyear. — Though  most  people  have  forgotten  it,  we 
owe  all  these  useful  things  to  the  wonderful  patience  and  persistence  of 
just  one  man — a  man  who  at  one  time  was  followed  through  the  streets  of 
New  York  city  by  a  crowd  of  hooting  boys  who  pointed  their  fingers  at  him 
and,  in  derision,  called  him  the  "india-rubber  man." 

He  was  a  strange  looking  man,  indeed.  His  cap  was  made  of  india- 
rubber.  So  was  his  coat.  He  wore  a  rubber  vest.  Even  his  necktie  waa  made 
of  india-rubber.  He  wore  rubber  shoes  and  a  rubber  rain  coat  even  in  dry 
weather.  He  made  paper  out  of  rubber,  and  wrote  a  book  on  it.  He  made 
a  door  plate  of  the  same  stuff.  He  even  carried  an  india-rubber  cane.  A 
gentleman  once  asked  what  sort  of  a  looking  person  this  man  Goodyear  was. 
"  If  you  meet  a  man,"  was  the  reply,  "  who  wears  an  india-rubber  coat,  cap, 
stock,  vest  and  shoes,  with  an  india-rubber  money  purse  without  a  cent  in 
it,  that  is  Charles  Goodyear." 

Goodyear  suffered  all  that  a  man  could  suffer  and  still  live  and  keep  his 
reason.  He  failed  in  business,  his  health  broke  do^n,  and  throughout  life 
he  suffered  acute  pain  almost  continuously.  He  was  frequently  imprisoned 
because  he  could  not  pay  his  debts.  He  saw  starvation  repeatedly  staring 
him  and  his  gentle  wife  and  poor  children  in  the  face.  One  of  his  children 
died,  in  the  dead  of  winter,  when  his  home  was  without  fuel  for  a  fire.  His 
friends  sneered  at  him,  deserted  him,  and  called  him  crazy. 

At  this  time  the  trouble  with  rubber  was  that  it  would  freeze  in  winter 
till  it  was  as  hard  as  a  rock,  while  in  summer  it  would  melt  into  a  sticky  mass 
when  exposed  to  the  hot  rays  of  the  sun.  The  first  rubber  coats  which  were 
made  were  so  stiff  in  winter  that  they  would  stand  alone,  and  a  man  wear- 
ing one  found  he  could  scarcely  bend  his  body. 

Through  all  these  years  of  sufiering  and  wretchedness  Goodyear  held 
persistently  to  his  experiments.  Nothing  could  discourage  him.  When  he 
was  thrown  into  prison  he  went  on  with  his  experiments.  When  he  got  out 
he  borrowed  money  of  his  friends  to  carry  on  his  work.  Once  he  pawned 
the  last  one  of  his  wife's  silver  spoons  to  get  a  little  money  to  buy  more 
rubber. 

Thushe  continued  year  after  year  with  no  results.    His  rain  coats  remained 


(42) 


just  as  stiff  as  ever.  His  boots  froze  in  winter  and  melted  in  summer  just 
as  they  had  done  years  before  he  began  his  work. 

He  was  talking  one  day  with  some  friends  who  had  called.  He  held  in 
his  hand  a  bit  of  rubber  into  which  he  had  mixed  some  sulphur.  In  his 
conversation  he  became  excited  and  while  making  a  gesture  he  dropped  a 
small  piece  of  this  rubber  on  the  hot  stove  near  by.  To  his  amazement 
instead  of  melting,  the  rubber  remained  stiff  like  leather.  He  applied  still 
greater  heat  to  the  rubber  and  then,  to  test  it,  he  nailed  it  up  outside  his  door 
where  it  was  very  cold.  The  next  morning,  instead  of  finding  it  frozen 
stiff  it  was  perfectly  pliable. 

And  so,  seemingly  by  accident,  but  in  reality  through  his  patience  and 
persistence,  Goodyear  discovered  the  process  which  came  to  be  known  as 
"  vulcanization,"  and  without  which  rubber  could  never  have  become  the 
useful  article  it  now  is. 

The__production  of  rubber  from  the  Amazon  region,  under  the  progress 
given  the  industry  through  the  discovery  of  Charles  Goodyear,  frequently 
reaches  40,000,000  pounds  per  year. 

The  business  is  so  great  that  at  the  mouth  of  the  Amazon  River  it  has 
built  up  a  great  city  of  100,000  inhabitants — the  city  of  Para. 


(43) 


THE  WORLD'S  CHARACTERISTIC  AREAS, 

[Note  of  Explanation.— In  the  work  which  follows  we  have  given  what  we  consider  to 
be  the  world's  characteristic  geographical  areas.  In  connection  with  each  we  have  enumer- 
ated what  seems  to  us  to  be  the  essential  facts  and  feelings  which  should  be  tamped  down 
after  much  supplementary  reading  has  been  done.  We  have  also  given  in  connection  with 
each  region  a  brief  list  of  the  books  which  we  have  found  best  adapted  to  children's  reading. 
The  detailed  treatment  of  South  America,  both  descriptively,  and  physiographically  by  Miss 
McFadden  in  Chapter  Y,  is  to  illustrate  the  method  of  procedure  which  we  would  recommend 
in  connection  with  the  study  of  the  other  continents.  The  space  limitations  of  this  Bulletin 
forbid  the  same  detailed  treatment  of  the  remaining  regions.] 


THE  CONTINENT  OF  SOUTH  AMERICA. 


1.  Amazon  Region. 

2.  Brazilian  Highlands  Region. 

3.  Orinoco  Region. 

4.  La  Plata  Region. 
0.  Andes  Region. 

6.  Patagonian  Region. 


Fig.  25. 


The  Amazon  Reg-ion. 


ESSENTIALS. 

A  region  of  dense,  tropical,  luxuriant  vegetation,  and  of  a  hot,  liumid 
climate.  Its  chief  product  is  rubber,  and  it  is  the  home  of  myriads  of 
insects,  of  brilliant-plumaged  birds,  and  of  tree-climbing  animals.  It  is  a 
region  sparsely  populated  by  semi-civilized  Indians  and  Negroes. 

BEST    READING. 

1.  A  region  of  dense,  tropical,  luxuriant  vegetation,  and  of  a  hoi  and  humid 
climate. 

Orton.     The  Andes  and  the  Amazon.     ])p.  264-79. 
A  description  of  the  river  scenery. 

Stephens.     On  the  Amazons,     pp.  82-6. 

Describes  the  shores  of  tlie  Amazon. 

(44) 


Stockton.     Tales  out  of  school,     pp.  287-97. 
A  storm  on  the  Amazon.    Pictures. 

Youth's  Companion  Series.     Strange  lands  near  home.     pp.  52-9. 

Describes  the  luxuriant  vegetation. 

CoE.     Our  American  neighbors,     pp.  223-30. 
The  tropical  forests. 

Ballantyne.     Martin  Rattler,     pp.  62-70 ;  144-7. 
Forests  and  vegetation  of  the  Amazon  country. 

The  Amazon  and  its  wonders. 

Immensity  of  the  river.    The  "bore."    pp.  9-14. 
Explorers'  stories,    pp.  14-37. 
Climate  and  forest  scenery,    pp.  58-207. 
Excellent  pictures. 

Ober.     Crusoe's  Island,     pp.  131-41. 
The  forest  vegetation. 

Morris.     Half  hours  of  travel,     pp.  424-35. 
Forests  and  tropical  vegetation. 
Vivid  description  of  climate  and  vegetation,  Island  of  Trinidad,    pp.  381-92, 

Bates.     Naturalist  on  the  River  Amazons. 
Gloom  and  loneliness  of  the  forests,    pp.  28-35. 

Butterworth.     Over  the  Andes,     pp.  116-24. 
Vegetation  and  flowers. 
Story  of  a  young  orchid  hunter. 

Rupert.     Geographical  reader,     pp.  149-60. 

A  ride  through  the  tropical  forest. 

Kingston.     The  wanderers,     pp.  185-91. 
The  wonderful  tropical  vegetation. 

Kingston.     On  the  banks  of  the  Amazon. 

The  forest  wilderness,    pp.  504-7. 
Tangle  of  vegetation,    pp.  299-301. 

Carpenter.     South  America.     [Geographical  reader.]     pp.  299-304. 

The  very  wet  climate. 

Knox.     Boy  travelers  of  South  America. 

Appearance  of  the  river  and  tributaries,    pp.  322-6. 
Map  of  the  Amazon  mouth,     p.  335. 
Vegetation.    Illustrations,    pp.  320-22. 

HiELD.     Glimpses  of  South  America. 

storm  on  the  Amazon,    pp.  92-5. 
Vegetation  and  forests,    pp.  102-6. 

Hartwig.     The  tropical  world. 

Vastness  of  the  Amazons,    pp.  36-8 ;  40-1 ;  47-8. 
Amazon  jungle.    Selvas.    pp.  40-5 ;  48-9 ;  53-61 ;  183-5. 
Discovery  of  the  Amazon,    pp.  50-2. 
Story  of  Madame  Godin.     p.  52. 
Valuable  wood.     pp.  183-95. 
Floating  islands,    pp.  45-6. 

Vincent.     Around  and  about  South  America. 

In  and  about  Pard  ;  climate  and  forest,    pp.  344-50. 
Journeying  on  the  Amazon,    pp.  350-65. 

Adams's  Commercial  Geography,  p.  14;  Tarr  and  McMurray,  Bk.  I, 

p.  200. 

(45) 


2.   The  home  of  myriads  of  insects,  of  brilliant-plumage d  birds,  tree-climbing 
animals,  and  ivater  reptiles. 

Paez.     Wild  scenes  in  South  America. 

The  animals  seen  in  their  haunts,     pp.  222-50. 
Snakes,    pp.  138-40. 
Catching  alligators,    pp.  64-7. 
Anecdotes  of  hunting,    pp.  107-61. 

Youth's  Companion  Series.     Strange  lands  near  home.     pp.  52-9. 

Description  of  wild  animals. 
HiELD.     Glimpses  of  South  America. 

Wild  animals  in  Brazil,  with  many  pictures,     pp.  128-39. 
Turtle  hunting,     pp.  153-6. 

CoE.     Our  American  neighbors,     pp.  227-8. 
The  swarms  of  insects. 

Morris.     Half  hours  of  travel.     America,  Vol.  I. 

How  they  catch  alligators,     pp.  440-1. 

Ant  bears,    pp.  451-2. 

Jaguars  and  pumas,    pp.  393-6. 

Monkeys,    pp.  400-2  ;  469-74. 

Peccary  fight,     pp.  443-56. 

Ants.    pp.  464-9. 

Fishes,     pp.  397-400. 

Mabkwick  and  Smith.     South  American  republics. 

Catching  alligators,     pp.  207-8. 
Armadillos,     pp.  219-20. 
Turtles,    pp.  205-6. 

Waterton.     Wanderings  in  South  America. 
How  natives  catch  alligators,    pp.  263-78. 
Other  animals,    pp.  92-9 ;  215-28. 
Turtles,    pp.  266-7. 
Armadillo,     pp.  228-30. 
Monkeys,     pp.  322-4. 
Birds,    pp.  177-207. 
Snake  fight,    pp.  248-55. 

The  Amazon  and  its  wonders. 

Natives  catching  alligators,    pp.  89-96. 
Vampire  bats.     pp.  43-4. 
Monkeys,    pp.  51-3. 
Turtle  fishing,    pp.  79-120. 
Toucans,    pp.  187-94. 
Boa-constrictor,    pp.  56-8. 

Bates.     Naturalist  on  the  Amazons. 

Serpents,     pp.  113-15;  214-19. 
Alligators  in  their  haunts,     pp.  252-3. 
Humming-birds,     pj).  179-84. 
Monkeys,    pp.  48-50;  128-30;  243-7. 
Turtles,     pp.  264-6. 
Ants.    pp.  23-33 ;  95-7. 

Kingsto.n.    On  the  banks  of  the  Amazon. 
Snakes,    pp.  369-71  ;  415-22. 
Wliere  the  alligators  lay  their  eggs.     pp.  432-3. 
Adventure  with  an  alligator.     ]>\>.  155-6;   15H-63;  295-7. 
Hunting  turtles'  nests.     \>\>.  lJXJ-3 ;  463  4. 
Toucans.     \>\>.  156-8. 
Monkeys,     pp.  241-3. 

(46) 


Kingston.     The  wanderers. 

Adventure  with  an  alligator,    pp.  301-14. 
Monkeys,    pp.  48-57  ;  198-9 ;  217-19. 
Habits  of  turtles,    pp.  363-8. 
Anaconda,    pp.  71-7;  179-83. 

Ballantyne.     Martin  Rattler.     (Fiction.) 
Alligator  stories,    pp.  108-232. 
Turtle  stories,     pp.  116-17;  153-5. 
Snakes,    pp.  150-3. 

Ober.     Knockabout  Club  on  the  Spanish  main. 
Native  fights  with  alligators.    Good  picture,    pp.  144-7 
Serpents,    pp.  143-4. 

Bishop.     A  thousand  miles  walk. 

Catching  armadillos,    pp.  146-51. 

Knox.     Boy  travelers  in  South  America. 

About  the  jaguar,    pp.  254-7. 
Birds  of  Brazil,    pp.  260-6. 
Monkeys.     Pictures,    pp.  278-81. 
About  turtles,    pp.  273-5. 
Mosquitoes,    pp.  281H[. 
Snakes,    pp.  293-4. 

Brett.     Indian  tribes  of  Guiana. 
Adventure  with  a  jaguar,    pp.  210-22. 

Stephens.     On  the  Amazons. 

The  jaguar.     Pictures,    pp.  134-7. 
Peccaries,  exciting  story,    pp.  95-100. 

Stockton.     Tales  out  of  school. 

Monkey  stories,    pp.  278-81. 
Turtle,    pp.  265-8. 

Greenleaf.     Stories  and  faces  from  animal  world. 
A  monkey  story.    Pictures,    pp.  129-32  ;  195-8. 

LocKwooD.     Animal  memoirs,  Part  I. 
Monkey  stories,    pp.  4-21. 

Youth's  Companion  Series.    By  land  and  sea. 
Monkeys  of  Brazil,    pp.  92-7. 

Monteith.     Familiar  animals  and  their  wild  kindred. 
The  ways  of  monkeys,    pp.  192-8. 

State  Series.     New  Fourth  Reader. 

Monkeys  in  the  front  yard  (Kipling),    pp.  4-6. 

Ober.     Camps  in  the  Caribees. 
A  monkey  hunt.    pp.  263-79. 

Tenney.     Pictures  and  stories  of  animals. 
Kinds  of  monkeys.    Pictures,    pp.  19-24. 

Ober.     Crusoe's  Island. 

About  peccaries,    pp.  156-64. 
Turtles,    pp.  95-6. 
Boa-constrictor,    pp.  80-4. 

Carpenter.     South  America.     [Geographical  reader.] 

About  turtles,    pp.  310-12. 

Orton.     The  Andes  and  the  Amazon. 
Turtles,    pp.  215-16 ;  295-8. 
Peccaries,    pp.  221-2 ;  310 ;  477. 

(47) 


O 


Mery.     The  land  of  the  Amazons. 
Account  of  the  turtles,    pp.  164-6. 

Agassiz.     Journey  in  Brazil. 
Birds  of  pluiuage.    pp.  367-70. 
Ant  houses,     pp.  104-6. 
Insects,    pp.  326-8. 
Fishes,    pp.  236^2. 

Butter  WORTH.     Over  the  Andes. 

Loro,  the  parrot,     pp.  128-36. 

Hartwig.     The  tropical  world. 

Fish  and  reptiles,    pp.  45-7;  59-61 ;  65-6. 

Birds  of  the  selvas.    pp.  46 ;  58-61 ;  344-58 ;  379-98. 

Insects,    pp.  40 ;  45-6 ;  61. 

Animals  of  the  selvas.     pp.  47  ;  59-60  ;  477-85 ;  511-17. 

Native  fishing  methods,    pp.  65-6. 

Native  hunting,    pp.  66-8. 

Parrots,    pp.  392-S. 

A  region  sparsely  populated  by  semi-civilized  Indians  and  Negroes. 

Shaw.     Big  people  and  little  people  of  other  lands. 
The  natives  described,    pp.  126-8. 

Starr.     Strange  peoples. 

The  Amazon  blowgun.    pp.  29-30. 

Bates.     Naturalist  on  the  Amazons. 
The  blowgun.    Also  pictures,    pp.  280-1. 

Kingston.     The  wanderers. 

The  native  and  his  blowgun.    pp.  218-20 ;  288-92. 

Kingston.     On  the  banks  of  the  Amazon. 

Blowgun  and  poisoned  arrows,    pp.  166-72;  470-71. 

HiELD.     Glimpses  of  South  America. 
Blowgun.    pp.  157-60. 
Indians,    pp.  120-7. 

Knox.     Boy  travelers  in  South  America. 

The  blowgun.    pp.  268-74. 

Native  huts.    p.  266. 

Villages  of  the  Amazon,    pp.  296-300. 

Ballantyne.     Martin  Rattler. 

Natives  and  their  blowguns.    pp.  144-6 ;  19:i-4  ;  195-7. 

Ober.     Knockabout  Club  on  the  Spanish  main. 
Native.s.    Use  of  blowgun.    pp.  137-42. 

The  Amazon  and  its  wonders. 
The  blowgun.     pp.  44-8. 

Mark  WICK  and  S.mith.     South  American  republics. 

Natives  and  blowgun.     p.  220. 
Native  life.    pp.  205-7. 

Waterton.     Wanderings  in  South  America. 

Natives  use  poison  in  hunting,    pp.  101-2;  126-36;  140-5;  151-2 ;;4S9-94. 
The  blnwgun  in  hunting.     i)p.  1.33-9;  366-76. 

Morris.     Half  hours  of  travel.     Vol.  1. 
Blowgun  and  |ioison.     y>i).  433  4  ;  4.58-60. 
Life  of  the  natives,     pp.  4.36^43. 

(48) 


Rupert.     Geographical  reader. 

Indians  of  Amazon,  etc.    pp.  192-6. 

Agassiz.     a  journey  in  Brazil. 

Natives  of    the  Amazons,    pp.  50-1;   82-5;  128-31;    161-3;  176-83;  191-3;  24S-9; 

261-3;  265-73;  279-83;  292-3;  372-4. 
Native  dances,    pp.  48-9. 
Native  food,    pp.73;  176. 

Hartwig.     The  tropical  world. 

Amazon  Indians,    pp.  43-4;  49;  62-78;  184-5. 
Resources,    pp.  48-9 ;  183-5. 

Rubber,  the  chief  product  of  the  Amazons. 
Carpenter,     South  America. 

How  rubber  is  gathered,     pp.  165-6 ;  583-93. 

Brown.     The  countries  of  the  world. 
Rubber  gathering,    pp.  136-9. 

Waterton.     Wanderings  in  South  America. 
Gathering  rubber,    pp.  331-3. 

Ballou.     Equatorial  America. 
Rubber,    pp.  111-13. 

Conway.     Bolivian  Andes. 

Rubber  of  the  upper  rivers,    pp.  203-18. 

Fletcher.     Brazil. 

Rubber,    pp.  552-4. 

The  Amazon  and  its  wonders. 
Rubber,    pp.  140-7. 

Morris.     Half  hours  of  travel.     Vol.  I,  America. 
Collecting  rubber,    pp.  428-31. 

Bates.     Naturalist  on  the  Amazons. 
Rubber,    pp.  73-4. 

Champney.     Three  Vassar  girls  in  South  America. 

Rubber,    pp.  62-5. 

Kingston.     On  the  banks  of  the  Amazon. 

Rubber  gathering,    pp.  466-9. 

Stephens.     On  the  Amazons. 
Rubber,    pp.  55-67. 

Kingston.     The  wanderers. 
Rubber  gathering,    pp.  322-6. 

Hield.     Glimpses  of  South  America. 

Rubber  gathering,    pp.  96-9. 

Rupert.     Geographical  reader. 

How  the  rubber  is  gathered,    pp.  142-6. 

CoE.     Our  American  neighbors. 
Rubber,    pp.  230-7. 

Nery.     The  land  of  the  Amazons. 

Exhaustive  and  technical  account  of  rubber.    Teachers'  reading,    pp.  189-219. 

Knox.     Boy  travelers  of  South  America. 
Rubber,    pp.  300-3;  312-14. 

4  (49) 


Carpenter.     South  America.     [Geographical  reader.] 

Collecting  rubber,    pp.  312-20. 
Pant,  the  rubber  port.    pp.  305-12. 

BuTTERWORTH.     Ovcr  the  Andes. 
Rubber,    pp.  112-13. 

Markwick  and  Smith.     South  American  republics. 
Rubber,    pp.  208-11. 
Charles  Goodyear,    p.  211. 

Andrews.     Brazil,  its  condition  and  prospects. 
Rubber  gathering,    pp.  100-2. 
Parti,  the  rubber  port.    pp.  262-72. 

TowLE.     Heroes  and  martyrs  of  invention. 
Story  of  Charles  Goodyear,    pp  170-9. 

Woods.     Primer  of  political  economy. 
Story  of  rubber.    Excellent,    pp.  28-32. 

Clifford.     Information  Reader,  No.  2. 

History  and  preparation  of  rubber,    pp.  127-33. 

Eggleston.     Stories  of  great  Americans. 
Story  of  Charles  Goodyear,    pp.  128-31. 

Hartwig.     The  tropical  world. 
India  rubber,    pp.  190-2. 

Vincent.     Around  and  about  South  America. 
Manaos,  a  rubber  town.    pp.  360-2. 

The  Reg:ion  of  the  Brazilian  Higfhiands* 

essentials. 
A  region  of  a  mild  tropical  climate  because  of  its  altitude.  Its  climate 
and  soil  are  particularly  adapted  to  coffee-raising,  in  consequence  of  which 
there  are  in  the  region  immense  plantations  which  produce  more  than  half 
the  world's  supply  of  coffee.  This  region  is  also  famed  for  the  richness  of 
its  diamond  mines.  This  industry,  together  with  that  of  coffee  production, 
has  built  up  the  great  seaport  city  of  Rio  Janerio. 

BEST    reading. 

1.  The  world's  greatest  coffee  country. 

Brown.     Countries  of  the  world. 

Brazilian  coffee,    pp.  139-42. 

Carpenter.     South  America. 
Coffee,    pp.  493-507. 

Bat. LOU.     Equatorial  America. 

Coffee,    pp.  149-51. 

Fletchku.     Jirazil. 

(Joffee.    pp.  449-52. 

Beal.     The  Information  Reader,  No.  1. 
Coffee,    pp.  256-61. 

Obeh.     Adventures  on  the  Spanish  main. 

Coffee,     pp.  79-90. 
l'lanter'8  home.     [)p.  211-12. 

(50) 


Markwick  and  Smith.     South  American  republics. 
The  coffee  industry,    pp.  186-8. 

Andrews.     Visit  to  a  coffee  plantation. 
The  coffee  industry,    pp.  137-71. 

Knox.     Boy  travelers  in  South  America. 
Coffee  plantations,    pp.  392-3. 

Agassiz.     a  journey  in  Brazil. 
Coffee,    pp.  112-15;  506-7. 

CoE.     Our  American  neighbors. 
Native  coffee  drinking,    pp.  246-7. 

Carpenter.     South  America.     [Geographical  reader.] 

Plantations  in  Brazil,    pp.  257-67. 

HiELD.     Glimpses  of  South  America. 
Coffee,    pp.  100-2. 

Allen.     Children  of  the  palm  lands. 
Brazilian  coffee,    pp.  79-97. 

2.   This  region  is  famous  also  for  the  richness  of  its  diamond  mines. 
Carpenter.     South  America,     pp.  543-7;  288-90. 
Ruschenberger.     Three  years  in  the  Pacific,     pp.  70-1. 
Ballou.     Equatorial  America,     pp.  151-3. 
Carpenter.     South   America,   social,  political,  and  industrial,     pp. 

543-4. 
Bates.     Central  and  South  America,     pp.  412-13. 
Ballantyne.     Martin  Rattler,     pp.  255-64. 
HiELD,  Mary.     Glimpses  of  South  America,     pp.  107-11. 

The  Orinoco  Regfion. 

ESSENTIALS. 

The  region  of  the  llanos,  or  grassy  plains.  A  region  of  countless  herds 
of  cattle.  A  region  wet  in  summer  and  very  dry  in  winter.  A  region  of 
great  natural  resources,  as  yet  undeveloped.  A  region  sparsely  populated 
by  a  non-progressive,  ease-loving  people. 

BEST    READING. 

1.   The  region  of  the  llanos,  or  grassy  plains. 

Morris.     Half  hours  of  travel.     Vol,  I,  America. 
Physical  description  of  the  Orinoco  country,    pp.  410-13. 

JoHONNOT.     Geographical  reader. 
The  llanos,    pp.  229-33. 

Markwick  and  Smith.     South  American  republics. 
Llanos  of  Colombia,    pp.  48-56. 

Carpenter.     South  America.     [Geographical  reader.] 

Llanos,    pp.  328-9. 

Cattle  of  the  llanos,    p.  329. 

The  Orinoco,    pp.  327-34. 

HiELD.     Glimpses  of  South  America. 

Llanos,    pp.  141-2;  170, 

(51) 


CoE.     Our  American  neighbors. 

Llanos,    pp.  314-16. 

Ober.     Adventures  on  the  Spanish  main. 

The  Orinoco,    pp.  177-8 ;  185-6. 

Hartwig.     The  tropical  world. 
Yastness  of  the  llanos,    p.  11. 
Fire  on  the  llanos,    pp.  14-15. 
Sand  storms  on  the  llanos,    pp.  12-13. 
Lonely  aspect  of  the  llanos,    p.  19. 

Vincent.     Around  and  about  South  America. 

2.  A  region  wet  in  summer  and  very  dry  in  winter. 

Ober.     Adventures  on  the  Spanish  main. 
Climate,  La  Guayra.    pp.  94,  106. 

CoE.     Our  American  neighbors. 

Seasons  in  the  Orinoco  country,    pp.  314-15. 

Morris.     Half  hours  of  travel.     Vol.  I,  America. 
Wet  and  dry  seasons,    pp.  405-8. 

Adams.     Commercial  geography. 
Seasons  in  Venezuela,    pp.  343-4. 

Hartwig.     The  tropical  world. 

Dry  season  on  the  llanos,    pp.  11-15. 
Return  of  the  rain.    pp.  15-18. 
Fire  and  sand  storms,    pp.  12-15. 

3.  A  region  of  countless  herds  of  cattle. 

Carpenter.     South  America.     [Geographical  reader.] 
Cattle  of  the  llanos,     p.  329. 

Adams.     Commercial  geography. 
Cattle  of  the  llanos,    p.  345. 

Morris.     Half  hours  of  travel.     Vol.  I,  America. 

The  llaneros,  or  cowboys,     pp.  414-24. 

Markwick  and  Smith.     The  South  American  republics. 
Industries  of  Venezuela,    pp.  88-94. 

4.  A  region  of  great  natural  resources,  as  yet  undeveloped. 

Davis.     Three  gringos  in  Venezuela. 
Caracas,  and  thereabouts,    pp.  221-82. 

Coe.     Our  American  neighbors. 

Venezuelan  cities,    pp.  316-20. 

The  Magdalena  and  Bogota,    pp.  309-11. 

Carpenter.     South  America.     [Geographical  reader.] 
The  Orinoco  River.    p\>.  327-34. 
Caracas     pp.  .339-42. 

Butterworth.     Over  the  Andes. 
La  Guayra.    pj).  85-91. 
Cocoa,    pp.  92-7. 

Yoith's  Companion  Series.     Strange  lands  near  home. 

A  Venezuelan  railway,     pp.  44-51. 

Ober.     Adventures  on  the  Spanish  main. 
Cocoanut  trees,     pp.  7.3-7  ;  111-12. 
Caracas,     pp.  116-32. 
La  Guayra.     pp.  Ql-lO."). 
Things  to  eat.     pp.  14K-56. 

(52) 


5.  A  region  sparsely  populated  by  a  non-progressive,  ease-loving  people. 
Morris.     Half  hours  of  travel.     Vol.  I,  America. 

The  llaneros  of  Venezuela,    pp.  414-24. 

Markwick  and  Smith.     The  South  American  republics. 
People  of  Venezuela,  etc.    pp.  31-94. 

CoE.     Our  American  neighbors. 

Colombia,  Venezuela,  Guianas.    pp.  308-24. 

HiELD.     Glimpses  of  South  America. 
The  northern  countries,    pp.  140-80. 

Carpenter.     South  America.     [Geographical  reader.] 

The  northern  peoples,    pp.  29-38 ;  327-50. 

Ober.     Adventures  on  the  Spanish  main. 
People  of  Venezuela,    pp.  72-137 ;  180-82 ;  221-39. 

Davis.     Three  gringos  in  Venezuela. 
The  people  of  Caracas,    pp.  221-82. 

Youth's  Companion  Series.     By  land  and  sea. 
A  Venezuelan  railway,    pp.  77-81. 

Youth's  Companion  Series.     Strange  lands  near  home. 
A  Venezuelan  railway,    pp.  44-51. 

Butterworth.     Over  the  Andes. 

La  Guayra.    pp.  85-91. 

Hartwig.     The  tropical  world. 

Tree  dwellers  on  the  Orinoco,    pp.  18-19. 

Fire  on  the  llanos,    pp.  14-15. 

Vastness  of  the  Amazon  country,    pp.  36-8;  40-1;  47-8. 

Amazon  Indians,    pp.  43-4;  49;  62-78;  184-5. 

Resources,    pp.  48-9 ;  183-5. 

Story  of  Madame  Godin.     p.  52. 

Native  customs,  dwellings,  etc.    pp.  68-78. 

Vincent.     Around  and  about  South  America. 
People  and  places  in  the  Guianas.    pp.  366-95. 
Up  the  Orinoco,    pp.  400-4. 
The  country  about  Caracas,     pp.  405-14. 
The  Magdalena  country,    pp.  424-35. 

The  La  Plata  Regfion. 

essentials. 
A    region    of   low,    level,    grassy    plains — the    pampas — famous   for  its 
herding  grounds  for  cattle  and  sheep.     The  great  center  of  the  frozen-meat 
trade  of  the  world. 

BEST   reading. 

A  region  of  low,  level,  grassy  plains — the  pampas —famous  for  its  herding 
grounds  for  cattle  and  sheep. 
Markwick  and  Smith.     The  South  American  republics. 

The  pampas  described,    pp.  248-55. 

La  Plata  region.    Social  life,  etc.,  pp.  248-55;  Products,  pp.  265-72. 

Uruguay,     pp.  286-300. 

Argentine  history,    pp.  221-31. 

Description,    pp.  231-8  ;  255-65. 

Coe.     Our  American  neighbors. 

The  pampas,    pp.  257-63. 

The  Argentina  cowboy,    pp.  259-63. 

Buenos  Ayres.    pp.  264-5. 

The  Parana  valley,    pp.  249-56. 

(53) 


HiELD.     Glimpses  of  South  America. 

The  pampas  and  their  cowboys,    pp.  194-208. 
Patagonia,    pp.  208-218. 

Pratt.     Geographical  reader. 

The  pampas,    pp.  105-7. 

Brown.     The  countries  of  the  world. 

Appearance  of  plains,     pp.  232-5. 
Gauchos.    pp.  242-8. 

Adams.     Commercial  geography. 

The  wool,  frozen  meat,  etc.,  of  Argentina,    pp.  361-2. 
The  wheat  of  Argentina,    pp.  362-3.    Map,  p.  357. 
Buenos  Ayres  as  a  rail  center,    pp.  364-5. 

Carpenter.     South  America. 

Sheep  farming  on  the  Plata,    pp.  275-7. 
The  gauchos.    pp.  333-5. 

Carpenter.     South  America.     [Geographical  reader.] 
The  gauchos  of  Argentina,    pp.  179-81. 

Knox.     Boy  travelers  in  South  America. 
The  gauchos.    pp.  415-16 ;  420-23 ;  442-4. 

JoHONNOT.     Geographical  reader. 
The  gauchos.    pp.  226-9. 

Morris.     Half  hours  of  travel.     Vol.  I,  America. 
The  gauchos.    pp.  495-503. 

Spear.     Gold  diggings  of  Cape  Horn. 
The  gauchos.    pp.  228-49. 

Paez.     Wild  scenes  in  South  America. 
The  gauchos.    pp.  44-51. 

Chase  and  Clow.     Stories  of  Industry,  Vol.  2. 
Hides,  Argentina,    pp.  79-81. 

Wood.     Primer  of  political  economy. 
Herding  in  Argentina,    pp.  1-7. 

Tarr  and  McMurry.     Geography,  Book  III. 
The  La  Plata  countries,    pp.  118-25. 

Vincent.     Around  and  about  Soutli  America. 
Good  description  of  Patagonia,    pp.  140-2. 
La  Plata  River,    p.  143. 
Montevideo,  and  Uruguay,    pp.  143-50. 
Buenos  Ayres.    pp.  151-8. 
The  pampas,     p.  158. 
Parana  River  towns,    pp.  158-66. 
Scenes  in  Paraguay,    pp.  167-85. 
The  Upper  Parana,     pp.  186-93. 
A  Paraguayan  ranch,     pp.  195-203. 
The  meat  trade  of  Uruguay,    pp.  204-11. 

Bishop.     A  thousand  miles  walk. 

Appearance  of  the  Pampas,    pp.  37-9;  78. 

Buenos  Ayros  described,    jip.  42-4. 

The  gauchos  of  L'ruguay.     jip.  50-8;  01-6. 

Along  tlie  J'arana.     j)p.  72-5. 

A  ride  witli  a  gaucho.     i)p.  76-100. 

Tlie  "ostricbes  "  (jf  the  pampas.     \>\>.  86-9. 

lAfe  on  tlie  jjaiiipas.     pp.  101-64. 

First  Higbl  of  tlie  Andes,     jip.  169-70. 

In  western  Argentina,     p.  182. 

Smith.     Temperate  Chili. 

The  pampas  of  Argentina,     jip.  379-80. 

(54) 


The  Andes  Regfion. 

ESSENTIALS. 

The  land  of  the  llama  and  of  the  Inca.  A  region  of  volcanoes,  of 
great  altitudes,  and  of  precipitous  slopes.  A  region  whose  climate  ranges 
from  the  equatorial  heat  of  its  foothills  to  the  arctic  cold  of  its  mountain 
peaks,  and  from  the  aridity  of  the  desert  to  the  excessive  wetness  of  the 
region  on  the  south.  A  region  famous  for  its  mines  of  silver,  which  are 
worked  by  the  natives,  who  employ  crude  and  wasteful  methods. 

BEST    BEADING. 

1.  The  land  of  the  llama  and  the  Inca. 

Maekwick  and  Smith.     The  South  American  republics. 
Historical  sketch  of  Peru.    pp.  117-27. 
Incas.    pp.  148-50. 

Historical  sketch  of  Ecuador,    pp.  94-101. 
Historical  sketch  of  Bolivia,    pp.  154-60. 
Scenes  and  people  in  Bolivia,    pp.  161-9. 
Chili,    pp.  301-10 ;  312-27. 

CoE.     Our  American  neighbors. 
In  and  about  Quito,    pp.  303-8. 
Across  the  Andes,    pp.  268-70. 
Llamas,    pp.  299-300. 
Incas.    pp.  287-9.  . 

Carpenter.     South  America.     [Geographical  reader.] 
Land  of  the  llama,    pp.  74-7. 
Descendants  of  the  Incas.    pp.  48-9 ;  55-8. 

HiELD.     Glimpses  of  South  America. 

Temples  and  ruins  of  Bolivia,    pp.  74-81 ;  86-8. 
Condors,    pp.  202-3. 
Llamas,    pp.  70-3. 

Butterworth.     Over  the  Andes. 
The  Incas.    pp.  312-16 ;  344-55. 

Henty.     The  treasure  of  the  Incas. 
The  Incas.    pp.  71-87. 
Relics  of  the  Incas.    pp.  87-105. 

Brown.     The  countries  of  the  world. 
Llamas,    pp.  188-90. 

Orton.     The  Andes  and  Amazon. 

The  condor  of  the  Andes,     pp.  564-9. 

Headley.     Mountain  adventures. 
The  condor,    pp.  345-50. 

Knox.     Boy  travelers  in  South  America. 

Llama,  alpaca,  vicuna,    pp.  199-202. 

Inca  dwellings,  etc.    pp.  163-76  ;  206-11 ;  220-28. 

RicKARD.     Journey  across  the  Andes. 
Huanaco.    pp.  147-61 ;  161-3. 

Darwin.     Journal  of  researches.     Voyage  of  the  Beagle. 

Guanaco.    pp.  175-8. 

Morris.     Half  hours  of  travel.     Vol.  I,  America. 
Guanaco  of  Patagonia,    p.  513. 
The  Incas.    pp.  485-95. 

(55) 


Spear.     Gold  diggings  of  Cape  Horn. 
Guanaco.    (Good.)    pp.  184-90. 

Carpenter.     South  America. 

Llamas,     pp.  141-4 ;  175-6. 
Incas.    pp.  80-1. 

Frost.     Wild  scenes  of  a  hunter's  life. 

Hunting  the  llama,    pp.  113-16. 

Ballou.     Tropical  America. 
Llamas,    pp.  340-1. 

Kingston.     On  the  banks  of  the  Amazon. 

Llamas,    pp.  118-20. 

Youth's  Companion  Series.     Strange  lands  near  home. 

Llamas,    pp.  89-92. 

JoHONNOT.     Geographical  reader. 
Roads  of  the  Incas.    pp.  306-9. 

Starr.     Strange  peoples.     [Ethno.  Geog.  Reader,  No  1.] 
The  Incas.    pp.  26-8. 

Brown.     Countries  of  the  world. 
The  Incas.     pp.  310-15. 

Markham.     Cuzco  and  Lima. 

Detailed  account  of  Incas.    pp.  202-38. 

Ballou.     Equatorial  America. 
The  Incas.    pp.  368-71. 

Hartwig.     The  tropical  world. 
Llama,  alpaca,  etc.    pp.  23-7;  29. 

2.  A  region  of  volcanoes,  earthquakes,  great  altitudes,  and  of  precipitous  slopes. 

Darwin.     Journal  of  researches.     Voyage  of  the  Beagle. 
Earthquakes  of  the  Andes,    pp.  322-33. 

Markwick  and  Smith.     The  South  American  republics. 
Scenery  in  Ecuador,    pp.  110-17. 

Carpenter.     South  America.     [Geographical  reader.] 
Physical  features  of  Ecuador,    pp.  38-9. 
Climbing  the  Chilian  Andes,    pp.  115-22. 
Steamboating  above  the  clouds,    pp.  81-6. 
On  the  roof  of  South  America,    pp.  44-6  ;  72-81. 
Up  the  Peruvian  Andes,     pji.  67-72. 
Mountains  of  Colombia.    i)p.  29-38. 

JoHONNOT.     Geographical  reader. 
Lake  Titicaca.    pp.  63-9. 

Butterworth.     Over  the  Andes. 

Grandeur  of  tlie  .Andes,     pp.  222-6. 

Climbing  the  Andes,     pp.  240-52. 

Lake  Titicaca.    pp.  309-12. 

The  highest  railroatl  in  the  world,     pp.  319-22. 

The  mountains  of  Ecuador,     pp.  3.39-44. 

HiELD.     Glimpses  of  South  America. 
The  volcano  of  Cotopaxi.    pp.  180-4. 

Frost.     Modern  explorers. 

The  mountains  of  Peru.     pp.  164-89. 

(.'',6) 


Bishop.     A  thousand  miles  walk. 

Pass  in  the  Andes,    pp.  277-304. 
Condors,    pp.  292-5. 
Earthquake  at  Mendoza.    p.  211. 
Andes  town  of  Mendoza.    pp.  195-215. 
Town  of  San  Juan.    pp.  216-29. 
A  notable  gaucho.    pp.  230-5. 

Knox.     Boy  travelers  in  South  America. 

Condors  of  the  Andes,    pp.  469-70. 

Kingston.     On  the  banks  of  the  Amazon. 

The  condors  of  the  Andes,    pp.  112-15  ;  124-6  ;  251-3. 

Darwin.     Journal  of  researches.     Voyage  of  the  Beagle. 
Condors,    pp.  192-7. 

Smith.     Temperate  Chili. 

Across  the  Andes,    pp.  366-78. 

Hartwig.     The  tropical  world. 

The  cold,  high  valleys  of  the  Andes,    pp.  20-3. 
Condors,    pp.  28 ;  376-8. 

A  regio7i  whose  cliviate  ranges  from  the  equatorial  heat  of  its  foothills  to  the 
atretic  cold  of  its  mountain  peahs;  and  from  the  aridity  of  the  desert  to  the 
excessive  wetness  of  the  south. 

Darwin.     Journal  of  researches.    Voyage  of  the  Beagle. 
The  wetness  of  Chili,    pp.  291-319. 

Carpenter.     South  America.     [Geographical  reader.] 
The  desert  of  Atacama.    pp.  .50-2 ;  100-107. 
Climate  of  Chili,    pp.  108-10  ;  150. 
Straits  of  Magellan,     pp.  151-67. 

BuTTERWORTH.     Over  the  Andes. 
The  desert,    pp.  308-9. 

H.\RTwiG.     The  tropical  world. 
The  Atacama  Desert,    pp.  30-5. 
Guano,    p.  35. 

A  region  famous  for  its  silver  mines,  which  are  worked  by  natives  in  a  crude 
and  wasteful  manner. 

Carpenter.     South  America.     [Geographical  reader.] 
Mining  in  the  Andes,    pp.  95-100. 

Knox.     Boy  travelers  in  South  America. 

Mining  in  the  Andes,    pp.  230-36 ;  238^0. 

Markwick  AND  Smith.     South  American  republics. 
Gold  and  silver  of  Peru.    pp.  127-37. 

HiELD.     Glimpses  of  South  America. 
Silver  in  the  Andes,    pp.  50-60. 

Carpenter.     South  America. 

Silver  mining  in  the  Andes,    pp.  177-83. 

RiCKARD.     Journey  across  the  Andes. 
Silver  in  the  Andes,    pp.  201-20. 

(57) 


The  Patag-onian  Regfion, 


ESSENTIALS. 

A  bleak,  barren,  inhospitable  land.  A  land  of  ice,  of  cold,  and  of  fierce 
storms.  A  region  inhabited  by  wandering  tribes,  who  eke  out  a  miserable 
existence  by  hunting  and  fishing. 

BEST    READING. 

Brown.     The  countries  of  the  world. 
Animals  of  Patagonia,    pp.  218-19 ;  235-9. 
People  of  Patagonia,    pp.  229  ;  288-9. 
Fuegians.     pp.  248-54. 

Spears.     Gold  diggings  of  Cape  Horn. 
The  ostriches,    pp.  201-6. 
Birds  and  animals  of  Patagonia,    pp.  201-14. 
Native  life.     pp.  151-67. 
Fuegians.    pp.  47-78  ;  127-36. 

CoE.     Our  American  neighbors. 

The  "Southernmost  town  in  the  world."    pp.  286-7. 
Patagonia  described,    p.  266. 
The  ostriches,    pp.  267-8. 

Bates.     Central  and  South  America. 
Patagonian  Indians,    pp.  284-6. 

Rupert.     Geographical  reader. 

Patagonian  Indians,    pp.  192-6. 

Carpenter.     South  America. 
Savages  of  Patagonia,    pp.  281-3. 

Morris.     Half  hours  of  travel.     Vol.  I,  America. 
Natives  of  Patagonia,    pp.  512-22 

Bishop.     A  thousand  miles  walk. 

Patagonians.    pp.  205-7. 
Pampas  cattle,    pp.  78-80;  84-6. 
Colts,    pp.  89-92. 
Ostrich,     pp.  87-9. 

Vincent.     Around  and  about  South  America. 
The  Fuegians.    pp.  122-7. 
Catching  ostriches,    pp.  141-2. 

Knox.     Boy  travelers  in  South  America. 

Natives  of  Patagonia,    pp.  492-4 ;  499-506. 
Native  weapons,    pp.  420-3. 
Ostriches,     pp.  495-7. 

Kingston.     On  the  banks  of  the  Amazon. 

Patagonia;  natives,    pp.  69-76. 
Ostriches,     pp.  72-3. 

Carpenter.     South  America.     [Geographical  reader.] 

Life  at  I'unta  Arenas,     pp.  159-67. 
In  the  Straits  of  Magellan,     pp.  151-9. 
Ostriches,    pp.  167-73. 

Buttervvouth.     Over  the  Andes. 

Giant  natives  of  Patagonia,     pp.  203-4. 
Fuegians.     pp.  204-6. 
Ostrich  hunt.     pp.  206-7. 

(58) 


Ballou.     Equatorial  America. 

Natives  of  Patagonia,    pp.  279-8L 
Fuegians.    pp.  287-90. 

HiELD.     Glimpses  of  South  America. 

The  bolas.    pp.  213-14. 
Fuegians.    pp.  217-18. 
Patagonians.    pp.  20S-17. 
Ostrich  hunt.     pp.  210-11. 

Markwick  and  Smith.     South  American  republics. 

Native  giants  of  Patagonia,    pp.  233-4. 

Brown.     Peoples  of  the  world. 
Patagonian  natives,    pp.  282-99. 

Darwin.     Journal  of  researches.     Voyage  of  the  Beagle. 

The  Fuegians.    pp.  245-8. 
Tierra  del  Fuego.    pp.  215-67. 
Ostriclies.    pp.  93-6. 

Shaw.     Big  people  and  little  people  of  other  lands. 
Ostriches  of  Patagonia,    pp.  94-7. 

Cooper.     Animal  life. 

Ostriches  in  Patagonia,     pp.  277-81. 

Dixie.     Across  Patagonia. 

An  ostrich  hunt.    pp.  102-15. 


(59) 


THE  CONTINENT  OF  NORTH  AMERICA. 


1.  Arctic  Region. 

2.  Region  of  Canada. 

3.  Region  of  the  United  States. 

(See  separate  treatment.) 

4.  Region  of  Mexico  and  Central 

America. 

5.  Region  of  West  Indies. 

6.  Region     of     the      Hawaiian 

Islands. 


Fig.  26. 


The  Afctic  Re8:ion. 

ESSENTIALS. 

The  land  of  the  "Northern  lights"  and  of  the  long  day  and  night.  A 
land  of  moss  and  lichens,  of  icebergs,  of  snow,  and  of  cold.  The  home  of 
the  seal,  the  walrus,  the  reindeer,  and  the  polar  bear.  A  land  sparsely 
inhabited  by  a  simple,  rude,  semi-civilized  people — the  Eskimo.  A  land 
which  marks  man's  vain  struggle  to  reach  the  pole. 

BEST    BOOKS. 

Ballantyne,  R.  M.     Fast  in  the  ice.     Mershon.    50c. 

A  tale  of  adventure  in  the  polar  regions.    Descriptive  of  the  ice,  walrus,  bears, 
Eskimos,  and  the  dangers  of  Arctic  voyaging. 

Grades  6,  7,  8. 

ScHWATKA,  Frederick.     The  children  of  the  cold.     Ed.  Pub.  Co.     $1.25. 
Descriptions  of  the  Eskimos.    One  of  the  best  books  of  its  kind  ever  written. 
Illustrated. 

Grades  5,  6,  7. 

Munroe,  Kirk.     Under  the  great  bear.     1900.    Doubleday.     $1.25. 
A  tale  of  the  Arctic  re^^ion,  for  boys. 

Grades  5,  6,  7. 

Hall,  Capt.  CiiAS.  \V.     Adrift  in  the  ice  fields.    Lee.    (Fiction.)    $1.00. 
A  chronicle  of  the  adventures  of  hunters  in  the  vast  ice  pack  around  Hudson  Bay. 
A  boy's  book  of  adventure. 

Grades  6,  7,  8. 

(<;o) 


Ford,  John  D.    An  American  cruiser  in  the  east.     1898.     Barnes.    $2.50. 
Descriptive  of  a  cruise  in  Bering  Sea.    Interesting.    Many  illustrations. 

Grades  7,  8. 

Companion  Series.     The  wide  world.     1902.     Ginn.     25c. 
Interesting  and  readable  account  of  people  and  places. 

Grades  4,  5,  6. 

George,  Marian  M.     Little    journeys  to  Alaska  and  Canada.     1901- 
Flanagan.     50c. 

The  history  of  Alaska— climate — child  life — Eskimos. 

Grades  5,  6. 

Nansen,  Dr.  Fridtjap.    Farthest  north.    1897.    Harper.    2  vols.    -$3.00. 
A  record  of  the  voyage  of  explorations  of  the  "  Fram,"  and  of  a  fifteen  months' 
sleigh  journey  by  Nansen  and  Johansen.    A   fascinating  series  of  adventures. 
Many  beautiful  pictures. 

Grades  7,  8. 

Munroe,   Kirk.     Snowshoes  and  sledges.     1901.     Harper.     (Fiction.) 
$1.25. 

a  stirring  boys'  story  of  adventure  in  the  Arctic  regions. 

Grades  5,  6,  7. 

Munroe,  Kirk.     The  fur-seal's  tooth.     1902.     Harper.     $1.25. 
A  story  of  Alaskan  adventure.    Much  valuable  material.    Illustrated. 

Grades  5,  6,  7. 

Companion  Series.     Our  country:    West.     1900.     Perry   Mason.     50c. 
A  number  of  short  stories  describing  the  Eskimo,  reindeer,  and  seals  of  northern 
and  western  Alaska.    Interesting  to  children. 

Grades  6,  7,  8. 

King,  Charles  F.     The  land  we  live  in.     [Picturesque    geographical 
readers,  Bk.  V.]     1896.     Lee.     56c.  net. 

Describes  the  glaciers,  the  seals,  the  fishing,  and  the  Indians. 

Grades  6,  7,  8. 

The  Region  of  Canada* 

essentials. 

Until  recently  a  region  of  trappers  and  fur-traders.  A  region  as  large 
as  the  United  States  with  a  population  no  greater  than  New  York.  A  region 
characterized  on  the  north  by  the  severity  of  the  climate  and  by  the  abund- 
ance of  its  fur-bearing  animals;  on  the  south  by  its  broad  belt  of  valuable 
forest  and  by  its  extensive  wheat  areas;  and  on  the  coast  by  the  most 
extensive  fisheries  of  the  world. 

BEST    BOOKS. 

Seton-Thompson,  Grace  G.    A  woman  tenderfoot,     [c.  1900.]    Double- 
day.     $2.00. 

Interestingepisodesof  life  spent  in  the  wilds  of  Canada  and  the  west.    Illustrated. 

Grades  7,  8. 
Carpenter,  F.  G.    North  America.     [Geographical  reader.]     [c.  1898.] 
Am.  Bk.  Co.     70c. 

Describes  the  cities  of  Canada,  also  the  hunting  region  of  Hudson  Bay. 

Grades  5,  6,  7. 
(61) 


The  Regfion  of  Mexico  and  Central  America. 

ESSENTIALS. 

The  land  of  the  brown  skin  and  of  the  adobe ;  of  the  sombrero  and  the 
spurs ;  of  the  red  pepper  and  tortillas.  It  is  a  tropical  region,  wet  and 
unhealthful  in  the  lowlands ;  drier  and  cooler  in  the  highlands.  The 
lowlands  produce  coffee,  rubber,  tropical  fruits,  and  ornamental  woods ;  its 
highlands,  cochineal  and  silver. 

BEST    BOOKS. 

Blake,  M.  E.,  and  Sullivan,  M.  F.     Mexico.     1888.     Lee.     .$1.25. 

Describes  the  City  of  Mexico.  Stories  of  pilgrimages,  of  the  religion,  of  the 
government,  and  of  the  education  are  given.  Is  valuable  reading  for  both 
teacher  and  pupil. 

Grades  6,  7,  8. 

Baylor,  F.  C.     Juan  and  Juanita.     1888.     Houghton.     $1.50. 

The  story  of  two  Mexican  children  who  were  captured  by  the  Indians.  Their 
escape  four  years  later,  and  their  journey  of  four  hundred  miles  through  the 
wilderness  to  the  Texas  settlement  is  thrillingly  told. 

Grades  5,  6,  7. 

Crawford,  Cora  H.    Thelandof  the  Montezumas.    1889.    Clarke.    $1.00. 
Describes  a  Mexican  resort,  mining  methods,  the  City  of  Mexico,  and  gives  also  a 
brief  sketch  of  Mexican  history. 

Grade  8. 

Stephens,    C.    A.     The  Knockabout   Club  in  the   tropics,     [c.   1883.] 
Estes.     $1.25. 

Much  information  in  story  form  concerning  customs  and  history  of  the  country. 

Grades  7,  8. 

Sweedie,  Mrs.  Alec.     Mexico  as  I  saw  it.     1901.     Macmillan. 

The  cock  fight;  bull  fight;  ancient  ruins.  Amass  of  up-to-date  information 
written  in  a  very  interesting  way.    Fine  pictures. 

Grades  7,  8. 

Baxter,  Sylvester.     The  cruise  of  a  land  yacht.     Little,  Brown.     $1.25. 

Customs  and  scenes  of  Mexico.    In  story  form. 

Grades  7,  8. 

Ober,  Fred  A.     The  Knockabout  Club  in  search  of  treasure,     [c.  1892.] 

Lothrop.     $1.25. 

Interesting  stories  of  life  among  mines,  caves,  strange  places  in  Mexico  in  search 
of  buried  treasure. 

Grades  6,  7,  8. 

George,  Marian  M.     A  little  journey  to  Mexico,     [c.  1901.]     Flana- 
gan.    50c. 

A  description  of  the  country,  its  hi.story.  City  of  Mexico,  homes  and  home  life, 
food,  amusements.     Interesting  for  children. 

Grades  5,  6,  7. 
Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 

Climate,  City  of  Mexico,  products,  and  peojile. 

Grades  7,  8. 
Companion  Series.     The  wide  world.     1902.     Ginn.     25c. 

A  chajiter  on  the  boys  of  Mexico,  llieir  amusements  and  character. 

Grades  4,  5. 

(<J2) 


Companion  Series.     Strange  lands  near  home.     1902.     Ginn.     25c. 

Chapter  on  the  grand  plaza  of  Mexico  by  Joaquin  Miller.    Another  chapter  on  a 
Mexican  city. 

Grades  5,  6. 

Hale,  Rev.  and  Miss  Susan.     Family  flight   through  Mexico.     1893. 
Lothrop.     $1.50. 

Descriptions  in  story  form  for  the  grades. 

Grades  6,  7,  8. 

Le  Plongeon,   Alice  D.     Here   and    there    in    Yucatan,     [c.    1889.] 
Lovell. 

Interesting  description  of  pygmies  and  Caribs,  their  customs  and  superstitions- 

Grades  7,  8. 

Carpenter,  Frank  G.     North  America.     [Geographical   reader.]     [c. 
1898.]     Am.  Bk.  Co.     70c. 

Especially  interesting  to  children.    Three  chapters  on  the  customs  and  habits  of 
the  people. 

Grades  6,  7. 

King,  Charles  F.     This  continent  of  ours.    [The  picturesque  geography 
readers.]     1890.     Lee.    72c.  net. 

Several  chapters  on  the  climate,  people,  farming,  and  gathering  cocoa.    Well 
illustrated. 

Grades  5,  6,  7. 

Knox,  T.  W.     Boy  travelers  in  Mexico,     [c.  1889.]     Harper.     -$2.00. 

The  social  and  political  history,  resources,  manners,  and  customs  of  the  land  of 
the  Aztecs  are  given  in  an  interesting  story  form. 

Grades  1,  8. 

Ober,  F.  A.     Montezuma's  gold  mines,     [c.  1888.]     Lothrop.     -ILGO. 
Tells  of  the  search  for  golden  treasure  in  an  interesting  manner. 

Grades  7,  8. 

Flippin,  J.  R.     Sketches  from  the  mountains  of  Mexico.  [1890.]  Stand- 
ard Pub.  Co. 

Much  information  suitable  to  the  teacher. 

Ballou,  Maturin  M.     Aztec  land.     1890.     Houghton.     $1.50. 

Contains  many  facts  of  interest  regarding  history,  scenery,  customs,  modern  and 
ancient.    No  illustrations. 

Grades  7,  8. 

Wells,  D.  A.     Study  of  Mexico.    1887.     Appleton.     $1.00. 
A  view  of  the  industrial  and  social  conditions  of  Mexico. 

For  teachers. 

Reid,  Christian.     The  land  of  the  sun.     1894.     Appleton.     $1.75. 
Fiction.    Scene  laid  in  Mexico.    Mexican  life  portrayed. 

Schwatka,  Frederick.     In  the  land  of  the  cave  and  cliff  dwellers, 
[c.  1899.]     Ed.  Pub.  Co.     $1.25. 

Popular  account  of  the  adventures  and  researches  of  two  expeditions  sent  to 
northern  Mexico.  Much  information  regarding  the  cave  and  cliff  dwellers 
still  to  be  found  in  Mexico. 

Grades  7,  8. 

Smith,  F.  H.     A  white  umbrella  in  Mexico.     1889.     Houghton.     $1.50. 
An  artist's  experience  in  Mexico.    Well  written. 

Grade  8. 
(63) 


BuTTERwoRTH,  Hezekiah.  Lost  ill  Nicaragua,  [c.  1898.]  Wilde.  $1.00. 
•  Describes  the  land  of  coffee  farms  and  banana  plantations.  Many  interesting 
stories. 

Grades  5,  6,  7. 

Bell,  C.  Napier.     Tangweera.     1899.     Arnold  Sons.     16s. 

The  record  of  the  experiences  of  a  man  who  passed  his  youth  among  the  gentle 
savages  of  Central  America.  Describes  the  natives,  customs,  animals,  and  vegeta- 
tion.   Interesting.     A  few  fine  illustrations. 

Grades  6,  7,  8. 

Squier,  E.  George.     Adventures  on  the  mosquito  shore.     1891.     Hurst. 

50c. 

The  Indians,  customs,  animal  life,  fevers,  scenery.  Well  written.  Interesting  to 
children. 

Grades  6,  7,  8. 


The  Region  of    the  West  Indies. 

ESSENTIALS. 

A  region  noted  for  its  exportation  of  sugar,  tobacco,  sponges,  and 
tropical  fruits.  It  has  a  wet,  tropical  climate  and  is  covered  for  the  most 
part  with  forests.  Cuba  and  Puerto  Rico,  embracing  half  the  area  of  the 
West  Indies,  have  recently  been  freed  from  the  tyrannical  control  of  Spain. 
In  consequence  of  Spain's  repressive  rule  their  great  natural  wealth  has 
been  but  little  developed. 

best  books. 

Kellogg,  Eva  M.  C.     Australia   and    the    islands   of   the   sea.     [The 
world  and  its  people,  Bk.  VIII.]     1898.     Silver.     68c. 

Several  chapters  describing  the  islands,  their  government,  people,  and  customs. 
Well  illustrated. 

Grades  6,  7,  8. 

George,    Marian    M.     Little    journeys    to    Cuba    and    Puerto    Rico. 

[c.  1900.]     Flanagan.     50c. 

An  interesting  story  of  people,  habits  and  customs,  food,  and  productions.    Illus- 
trated. 

Grades  4,  5,  6. 

Carroll,  Stella  W.,  and    Hart,  E.  M.     Around   the   world.     [Geo- 
graphical series,  Bk.  III.]     1901.     Morse.     60c. 
Tells  of  the  people  and  scenes  in  Cuba  and  Puerto  Rico. 

Grades  4,  5.  6. 

Ober,    F.    a.      a   boy's   adventures   in   the    West   Indies,      [c.  1888.] 

Caldwell. 

A  very  interesting  account  of  adventures  in  the  region.    Many  illustrations  and 
much  valuable  material. 

(trades  5,  6,  7. 

Allen,  Alice  E.     Children  of  the  palrn  lands,     [c.  1901.]     Ed.  Pub. 
Co.     50c. 

The  scenes  in  '•  banana  land."     I  lluatrated. 

Grades  4,  5. 

(64) 


The  Region  of  the  Hawaiian  Islands* 

ESSENTIALS. 

A  mild,  pleasant,  healthful  climate.  The  vegetation  is  of  a  tropical 
nature,  dense  and  luxuriant.  The  islands  produce  and  export  great  quan- 
tities of  sugar,  bananas,  pineapples,  rice,  and  coffee.  The  natives  are  more 
intelligent,  progressive,  and  gentle-mannered  than  any  other  of  the  inhabi- 
tants of  the  South  Sea  Islands.  These  islands  are  a  famous  resort  for 
travelers  on  account  of  the  mild,  even  climate,  the  picturesqueness  of  the 
scenery,  and  because  of  the  interesting  customs  of  the  natives.  They  also 
contain  the  leper  settlements.  Until  their  recent  acquisition  by  the  United 
States,  these  islands  had  a  monarchical  government  of  their  own. 

BEST   BOOKS. 

Kellogg,    Eva    M.   C.     Australia   and   the   islands   of  the  sea.     [The 
world  and  its  people,  Bk.  VIII.]     1898.     Silver.     68c. 

A  chapter  describing  the  people,  their  habits  and  customs,  their  food,  and  their 
life. 

Grades  6,  7,  8. 

Carroll,  Stella  W.,  and   Hart,   E.   M.     Around   the   world.     [Geo- 
graphical series,  Bk.  III.]     1901.     Morse.     60c. 
The  people,  their  food,  clothing,  houses  described. 

Grades  4,  5,  6. 

Ballou,  Maturix  M.     Footprints  of  travel.     1896.     Ginn.     60c. 
Description  of  the  Hawaiian  Islands. 

Grades  7,  8. 

TwoMBLY,  A.  S.     Hawaii  and  its  people.     [The  world  and  its  people, 
Bk.  IX.]     1900.     Silver.     68c. 

Treats  of  ancient  Hawaii  and  its  folklore,  the  transition  period,  and  the  modern 
period.  Though  much  of  the  treatment  is  historical,  there  is  much  descriptive 
matter  included.    Interesting. 

Grades  7,  8. 

Pratt,  Mara  L.     Australasia.     [People   and   places   here   and   there. 
Vol.  I.]     Ed.  Pub.  Co.     Cloth,  60c. 

Native  customs ;  eating  poi ;  the  food  ;  the  famous  volcano ;  the  leper  island. 
Interesting. 

Grades  4,  5,  6. 

Meriwether,  Lee.     The  tramp  at  home.     1889.     Harper.     $1.25. 
Description  of  the  volcanoes  and  of  the  island  of  lepers. 

Grades  7,  8. 


(65) 


THE  COUNTRY  OF  THE  UNITED  STATES. 


Fk;.  27. 

1.  The  Pacific  Reg;ion.     (See  special  treatment  of  California.) 

2.  The  Plateau  Region. 

3.  The  Grazing  or  Prairie  Region. 

4.  The  Agricultural  Region. 

5.  The  Alleghany  Region. 

6.  The  Region  of  Manufactories.     (New  England.) 

7.  The  Gulf  Region. 

8.  The  Lumbering  Region. 

The  Pacific  Regfion. 


ESSENTIALS. 

A  region  characterized  by  a  mild  climate,  by  the  abundance  of  its  rain- 
fall, by  the  richness  of  its  gold  mines,  by  the  extent  of  its  lumbering  areas, 
and  by  the  variety  of  its  occupations.  It  is  a  region  whose  resources  are  as 
yet  but  little  developed. 

BEST    BOOKS. 

Champney,  Eliz.  W.     Three  Vassar  girls  at  home.    1888.    Estes.    $1.25. 
A  trip  through  the  West.    Experiences  in   the   high  mountains.    Pueblos   of 
Arizona  and  California  described. 

Grades  6,  7,  8. 
Carroll,  Stella  W.,   and   Hart,   E.   M.     Around  the  world.     [Geo- 
graphical series,  Bk.  III.]     1901.     Morse.     60c. 

Describes  gold  mining  in  the  West  and  the  chief  occupations  and  scenes  in  Cali- 
fornia.    Illustrated. 

Grades  4,  5,  6. 

Companion  Series.     Our  country:  West.     1900.     Perry  Mason.     50c. 

Tells  of  the  lumbermen  of  the  Sierras;  of  the  big  trees  of  California,  etc. 

Grades  6,  7,  8. 

(66) 


The  Plateatt  Region, 

ESSENTIALS. 

A  region  famed  for  its  wild,  rugged  scenery,  for  its  gold  and  silver  mines, 
and  for  its  extensive  stock  ranges.  Much  of  its  mineral  wealth  is  yet 
undeveloped  because  of  the  inaccessibility  of  the  region. 

BEST    BOOKS. 

Companion  Series.     Our  country:  West.     1900.     Perry  Mason.     50c. 

A  number  of   interesting  short  stories  of   adventure  and  life    in    the    Rocky 
Mountains.    Illustrated.    Valuable  information. 

Grades  6,  7,  8. 

Seton-Thompson,  Grace  G.     A  woman  tenderfoot,     [c.  1900.]     Double- 
day.     $2.00. 

Many  interesting  details  of  life  spent  in  the  West.    Illustrated. 

Grades  7,  8. 

Carpenter,  F.  G.     North  America.     [Geographical  reader.]     [c.  1898.] 

Am.  Bk.  Co.     70c. 

The  wonders  and  treasures  of  the  Rocky  Mountain  region  described. 

Grades  5,  6,  7. 

King,  Charles   F.     The  land  we  live  in.     [Picturesque  geographical 
readers,  Bk.  V.]     1896.     Lee.     56c.  net. 

Description  of  the  scenery  and  the  mines  of  gold  and  silver. 

Grades  6,  7,  8. 

The  Grazingf  or  Prairie  Region. 

essentials. 

Once  the  home  of  the  buffalo.  A  region  of  rolling  prairie,  the  rainfall 
of  which  is  sufficient  to  furnish  feed  for  countless  herds  of  cattle  and  sheep. 

best  books. 

Companion  Series.     Our  country:  West.     1900.     Perry  Mason.     50c. 

Tells  of   pioneer  life  in  Dakota;  of  the  cowboys  of  the  plains;  of  the  cattle 
trails ;  and  of  wild  horses. 

Grades  6,  7,  8. 

Smith,  Minna  C.     Our  own  country.     [The  world  and  its  people,  Bk. 
III.]     Introduction  price,  50c. 

Several  chapters  descriptive  of  the  prairie  regions. 

Grades  5,  6,  7. 

Meriwether,  Lee.     The  tramp  at  home.     1889.     Harper.     11.25. 
The  rough  life  of  Texas  cowboys  depicted. 

Grades  7,  8. 

LuMMis,  Charles  F.     A  New  Mexico  David.     1891.     Scribner.     $1.25. 
stories  and  sketches  of  the  Southwest.    Tells  of  cowboy  life  in  New  Mexico. 
Illustrated. 

Grades  7,  8. 

Hough,  E.     The  story  of  the  cowboy.     1898.     Appleton.     $1.50. 

A  very  interesting  and   instructive  account  of  the  life  of  the  cowboy  on  the 
cattle  ranges.    Many  good  pictures. 

Grades  7,  8. 

(67) 


The  Agricultural  Region. 

ESSENTIALS. 

A  region  of  fertile  soil  and  of  sufficient  rainfall  to  make  it  famous  for  its 
production  of  grain  and  livestock.  A  region  also  famous  for  the  extent  of 
its  packing  industries  and  for  its  excellent  facilities  for  the  transportation 
of  its  products. 

BEST   BOOKS. 

Carroll,  Stella  W.,   and   Hart,  E.  M.     Around   the   world.     [Geo- 
graphical series,  Bk.  III.]     1901.     Morse.     60c. 

Describes  the  wheat  and  stock-raising  region  of  Mississippi  Valley. 

Grades  4,  5,  6. 
Carpenter,  F.  G.     North  America.    [Geographical  reader.]     [c.  1898.] 
Am.  Bk.  Co.     70c. 

A  visit  to  a  great  wheat  farm  and  a  trip  through  the  corn  belt  described. 

Grades  5,  6,  7. 

The  Alleghany  Region. 

essentials. 
A  region  noted  for  its  oil  wells,  its  coal  mines,  and  its  manufactories  of 
steel.     The  mines  are  worked  for  the  most  part  by  foreign  laborers  or  by 
those  of  foreign  extraction.     In  consequence,  the  population  consists  largely 
of  these  classes. 

BEST    BOOKS. 

King,  Charles  F.     The  land  we  live  in.     [Picturesque   geographical 
readers,  Bk.  IV.]     1897.     Lee.     56c.  net. 

An  interesting  description  of  process  of  making  steel,  of  procuring  oil,  and  of 
digging  out  coal.    Many  illustrations. 

Grades  5,  6,  7. 

Carroll,  Stella  W.,  and  Hart,  Estelle  M.    Around  the  world.    [Geo- 
graphical series,  Bk.  III.]     1901.     Morse.     60c. 

Tells  of  the  production  of  iron,  coal,  and  oiL    Illustrated. 

Grades  4,  5,  6. 

Carpenter,  F.  G.     North  America.     [Geographical  reader.]     [c.  1898.] 

Am.  Bk.  Co.     70c. 

Chapters  describing  travels  in  the  coal  and  oil  region. 

Grades  5,  6,  7. 

The  Region  of  the  Manufactories.  (New  England.) 
e.ssentl\ls. 
A  region  having  a  rugged  coast  line,  well  adapted  for  commercial  activi- 
ties and  for  fishing.  Famous  in  American  history  as  the  home  of  the 
Pilgrim  fathers.  A  region  of  short,  rapid  rivers,  furnishing  water  power 
for  many  mills  engaged  in  making  cloth,  leather  goods,  machinery,  hard- 
ware, watches,  and  firearms. 

BEST    BOOKS. 

King,  Charles  F.     The   land    we  live  in.     [Picturesque  geographical 
readers,  Bk.  III.]      1893.     Lee.     560.  net. 

Tells  of  the  wigiits  and  scenea  to  be  observed  in  a  New  England  manufacturing 
town.  Describes  the  making  of  shoes,  of  thread,  books,  watches,  a  suit  of 
clothes,  etc. 

Grades  4,  5,  6. 

(6M) 


Hale,  Rev.  E.  E.  and   Miss    Susan.     A  family  flight   around   home. 

[c.  1884.]     Lothrop.     $1.50. 

Relates  many  stories  connected   with  the  historic   places  of    New   England. 
Describes  present-day  scenes. 

Grades  6,  7,  8. 

Carpenter,  F.  G.     North  America.     [Geographical  reader.]     [c.  1898.] 
Am.  Bk.  Co.     70c. 

Describes  the  commerce  and  manufacturing  industry  of  this  region. 

Grades  5,  6,  7. 

Meriwether,  Lee.     The  tramp  at  home.     1889.     Harper.     $1.25. 
Tells  how  factory  operatives  live  and  work.    Interesting. 

Grades  6,  7,  8. 

Companion  Series.     Our  country:  East.     1901.     Perry  Mason.     50c. 
Describes  the  maple  sugar  camps,  cranberry  farms,  etc. 

Grades  7,  8. 

The   Gulf  Re§fion. 
essentials. 

The  home  of  the  negro  population  and  once  the  seat  of  slavery.  A  region 
characterized  by  its  great  cotton,  rice,  and  tobacco  plantations,  and  by  its 
moist,  hot  climate. 

best  books. 

King,    Charles    F.     The   land   we   live    in.     [Picturesque   geographi- 
cal readers,  Bk.  IV,]     1897.     Lee.     56c.  net. 

Describes  the  cotton  field,  how  the  cotton  is  ginned,  and  the  various  processes 
through  which  it  is  passed.    Interesting.    Well  illustrated. 

Grades  5,  6,  7. 

Champney,  Elizabeth  W.     Three  Vassar  girls  at  home.     1888.     Estes. 
$1.25. 

Scenes  in  the  South. 

Grades  6,  7,  8. 

Carroll,  Stella  W.,  and  Hart,    E.  M.     Around   the   world.     [Geo- 
graphical series,  Bk.  III.]     1901.     Morse.     60c. 
A  chapter  on  cotton  production. 

Grades  4,  5,  6. 

Carpenter,  F.  G.     North  America.     [Geographical  reader.]     [c.  1898.] 
Am.  Bk.  Co.     70c. 

Several  chapters  describing  scenes  on  a  trip  through  the  cotton  belt. 

Grades  5,  6,  7. 

Meriwether,  Lee.     The  tramp  at  home.     1889.     Harper.     $1.25. 

Life  among  Southern  farmers  depicted. 

Grades  7,  8. 

Companion  Series.     Our  country:    East.     1901.     Perry  Mason.     50c. 
Describes  farms,  everglades,  villages,  and  cities  of  the  South. 

Grades  6,  7,  8. 


(69) 


The  Lumber  in  gf  Regfion. 

ESSENTIALS. 

A  region  famed  for  its  production  and  exportation  of  pine  lumber.  It  is 
a  region  having  excellent  facilities  for  transportation  owing  to  its  nearness 
to  the  Great  Lakes.  This  region  is  thinh^  populated  by  a  people  who  in 
the  main  are  engaged  in  the  occupation  of  lumbering. 

BEST   BOOKS. 

Carpenter,  F.  G.     North  America.     [Geographical  reader.]     [c.  1898.] 

Am.  Bk.  Co.     70c. 

Describes  life  in  the  forests  around  the  Great  Lakes.  The  method  of  converting 
the  tree  in  the  forest  to  the  lumber  of  the  market  told  in  an  interesting  fashion. 

Grades  5,  6,  7. 

Companion  Series.     Our  country:  East.     1901.     Perry  Mason.     50c. 
Describes  the  various  points  of'interest  to  be  seen  about  the  Great  Lakes. 

Grades  7,  8. 

The  Region  of  California. 

ESSENTIALS. 

A  land  of  fruit  and  flowers.  A  region  characterized  by  the  variety  of  its 
climate,  its  resources,  and  its  occupations.  It  is  a  region  famous  for  its  gold 
mines,  its  redwood  forests,  its  vast  wheat  areas,  and  for  its  vineyards,  orange 
groves,  and  orchards. 

BEST    BOOKS. 

Carroll,  Stella  W.,  and   Hart,    E.   M.     Around  the  world.     [Geo- 
graphical series,  Bk.  III.]     1901.     Morse.     60c. 

Describes  fruit-raising,  the  production  of  ostrich  feathers,  Indian  baskets, 
'Yosemite,  and  other  things  and  places  of  interest. 

Grades  4,  5,  6. 

Sexton,  Ella  M.     Stories  of  California.     1902.     Macmillan.     .$1.00. 

Recounts  in  simple  narrative  the  early  conditions  and  subsequent  development 
of  California.  Mining  stories.  Days  of  the  Missions.  Stories  of  occupation,  of 
animals,  and  of  the  climate.    Full  of  information.    Well  illustrated. 

Grades  7,  8. 

Companion  Series.     Our  country:  West.     1900.     Perry  Mason.     50c. 

An  account  of  the  big  trees  of  California,  of  raisin-making,  of  Death  Valleji 
etc.    Valuable  information. 

Gradei<  6,  7,  8. 

Carpenter,  F.  G.     North  America.     [Geographical  reader.]     [c.  1898.] 
Am.  Bk.  Co.     70c. 

Describes  scenes  in  and  occupations  of  the  people. 

Grades  5,  6,  7. 

Meriwether,  Lek.     The  tramp  at  home.     1889.     Harper.     $1.25. 
Life  in  the  mountains  and  among  the  mines  described. 

Grades  7,  8. 

King,  Charles  F.     The  land  we  live  in.     [Picturesque  geographical 
readers,  Bk.  V.]     1896.     Lee.     56c.  net. 

An  extended  description  of  characteristic  scenes  and  occupations  of  California. 

Grades  6,  7,  8. 

(70) 


THE  CONTINENT  OF  EUROPE. 

Characteristic  Regions: 

1.  Region  of  the  British  Isles, 

2.  Region  of  the  Netherlands. 

3.  Region  of  France  and  Belgium. 

4.  Region  of  Germany  and  Austria. 

5.  Region  of  Scandinavia. 

6.  Region  of  Russia  and  Siberia. 

7.  Region  of  Turkey.     (European  and  Asiatic.) 

8.  Region  of  Greece. 

9.  Region  of  Italy. 

10.  Region  of  Switzerland. 

11.  Region  of  Spain  and  Portugal. 

The  Reg:ion  of  the  British  Isles. 

ESSENTIALS. 

Generally  recognized  as  the  most  powerful  country  of  the  world.  A 
country  ranking  first  in  the  value  of  its  manufactures  and  in  the  extent  of 
its  commercial  activity.  A  country  whose  advancement  in  commerce,  in 
manufactures,  in  forcefulness  generally  among  nations  has  been  wonderful. 
It  contains  the  metropolis  of  the  world,  which  is  noted,  besides,  for  its  ship- 
ping, its  castles,  its  churches,  its  libraries,  its  museums,  and  its  picture 
galleries.  The  British  people  have  also  won  a  worthy  place  in  the  world  of 
literature,  of  architecture,  and  of  art.  Some  of  the  world's  most  celebrated 
poets  and  dramatists  were  of  English  birth. 

BEST    BOOKS. 

Companion  Series.     By  land  and  sea.     1901.     Perry  Mason.     50c. 
Two  chapters  on  London  and  the  Westminster  Abbey. 

Grades  6,  7,  8. 

King,  Charles  F.     Northern  Europe.     1897.       Lee.     60c.  net. 
Scenes  about  the  countries  and  cities  of  the  British  Isles.    Interesting. 

Grades  6,  7,  8. 

Mateaux,  C.  L.    Rambles  around  London  tower.    1891.    Cassell.    $1.00. 
Description  of  tower,  abbey,  parliament,  and  monuments.    Illustrated. 

Grade  8,  and  teacher. 

Pratt,  Mara  L.    England.    [People  and  places  here  and  there,  Vol.  VI.  J 
Ed.  Pub.  Co.     Cloth.     60c. 

Early  history — appearance  and  customs  of  people.     Interesting.    Illustrated. 

Grades  5,  6,  7. 

Coe,  Fanny   E.     Modern    Europe.     [World  and   its   people,  Vol.  V.] 
[c.  1892.]     Silver.     60c. 

Pictures  of  life  on  the  islands.    Interesting. 

Grades  6,  7. 
(71) 


Carpenter,  F.  G.     Europe.     [Geographical  reader.]     [c.   1902.]     Am. 

Bk.  Co.     70c. 

Several  chapters  on  scenes  in  tbe  various  parts  of  the  British  Isles.    Interesting. 
Well  illustrated. 

Grades  6,  7. 

Kxox,  T.  W.     Boy  travelers  in  Great  Britain  and  Ireland.    1898.    Har- 
per.    $2.00. 

Excellent  material.    Well  written. 

Grades  7,  8. 

Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 
Description  of  London  ;  ancient  history ;  monuments. 

Grades  7,  8. 

Champney,  Elizabeth  W.    ThreeVassar  girls  in  England.    1884.    Estes. 

$1.25. 

Information  regarding  history  and  customs  of  people. 

Grades  6,  7,  8. 

The  Regfion  of  the  Netherlands* 

ESSENTIALS. 

The  region  of  dikes,  of  windmills,  and  of  canals.  The  most  extensive 
reclaimed  region  in  the  world.  A  region  of  small  farms  tilled  by  a  thrifty, 
prosperous,  happy  people — a  people  famous  in  history  for  their  love  of  civil 
and  religious  liberty  and  for  the  hardships  they  suffered  in  establishing 
their  independence. 

BEST   BOOKS. 

Pratt,  Mara  L.     Northern  Europe.     [People  and  places  here  and  there, 
Vol.  v.]     Cloth,  60c. 

Tells  of  cities — Amsterdam,  Hague,  and  others.    Chapter  on  Dutch  life. 

Grades  5,  6,  7. 

CoE,  Fanny  E.     Modern  Europe.    [World  and  its  people,  Vol.  V.]     1892. 

Silver.     60c. 

Chapter  describing  windmills,  sunsets,  and  scenes.    Interesting. 

Grades  6,  7. 
Carpenter,  F.  G.     Europe.     [Geographical  reader.]    Am.  Bk.  Co.    70c. 

A  chapter  on  the  street  scenes,  and  life  of  several  Dutch  cities.     Well  illustrated. 
Interesting. 

Grades  6,  7. 

Companion  Series.     The  wide  world.     1902.     Ginn.     50c. 
Interesting  to  children. 

Grades  4,  5,  6. 

Hough,    P     M.     Dutch   life   in    town   and    country.     [Our    European 
neighbor  series.]     1902.     Putnam.     $1.20  net. 

Description  of  villages;  cliaracteristics  ;  peasants' customs;  amusements;  school 
life;  religion.    Well  illustrated. 

For  teachers. 

George,  M.,  and  Dean,  Ida.     Little  journeys  to  Holland,  Belgium,  and 

Denmark,     [c.  1902.]     Flanagan.     50c. 

Interesting  account  of  country,  people,  and  customs  of  Holland.    Illustrated. 

Grades  5,  6,  7. 

(72) 


Rupert,  Wm,  W.     A  geographical  reader.     Leach.     65c. 

Description  of  appearance  of  country  and  how  it  was  reclaimed.    Chapter  on 
skating  and  on  the  character  of  tlie  people. 

Grades  7,  8. 

Companion  Series.     By  land  and  sea.     1901.     Perry  Mason.     50c. 
A  chapter  on  scenes  in  Holland  and  another  on  work  and  play  in  Belgium. 

Grades  6,  7,  8. 

Stockton,  Frank  R.     Personally  conducted.    1890.     Scribner.     $2.00. 
An  excursion  through  Holland  and  Belgium.    Customs,  manners,  and  scenes. 

Grades  6,  7,  8. 

The  Region  of  France, 

ESSENTIALS. 

The  people  of  France  form  two  distinctive  classes:  (1)  The  aristocracy 
of  Paris,  who  are  gay  and  pleasure-loving;  (2)  The  peasant  classes,  who 
are  thrifty,  hard  working,  and  live  in  the  villages  and  country,  following 
agriculture  and  manufacturing  as  occupations.  Paris,  once  the  scene  of  the 
bloody  riots  of  the  French  Revolution,  is  now  famous  as  an  art  and  fashion 
center.  It  is  visited  by  tourists  for  its  beautiful  palaces,  its  parks,  and  for 
its  boulevards.  The  country  produces  and  exports  wines,  champagnes, 
porcelains,  silk,  and  tapestries. 

BEST    BOOKS. 

George,  M,,  and  Dean,  Ida.     Little  journeys  to  Holland,  Belgium,  and 
Denmark,     [c.  1902.]     Flanagan.     50c. 

Sights  and  scenes  in  the  land  of  the  wooden  shoe.     Interesting.    Illustrated. 

Grades  5,  6,  7. 

CoE,  Fanny    E.     Modern    Europe.     [World   and   its   people,  Vol.   V.] 
1892.     Silver.     60c. 

Two  chapters  describing  people  of  France. 

Grades  6,  7. 

Carpenter,   F.  G.    Europe.     [Geographical  reader.]       [c.  1902.]     Am. 
Bk.  Co.     70c. 

Several  chapters  on  the  life,  customs,  and  sights  in  France  and  Belgium.    Well 
illustrated. 

Grades  6,  7. 

Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 
The  scenes  in  the  streets  of  the  important  cities. 

Grades  7,  8. 

Lynch,  Hannah.     French  life  in  town   and  country.     [Our  European 
neighbor  series.]     Putnam.     $1.20  net. 

Descriptive  of  home  and  social  life,  amusements,  education,  and  religion  of  the 
French  people.    Well  illustrated. 

For  teachers. 

Champney,  Elizabeth  W.     Three  Vassar  girls  in  France,     [c.  1888.] 
Estes.     $1.25. 

Much  information  regarding  the  people. 

Grades  6,  7,  8. 

(73) 


Pratt,  Mara  L.     Northern  Europe.    [People  and  places  here  and  there, 
Vol.  v.]     Ed.  Pub.  Co.     Cloth,  60c. 
Tells  uf  the  battleground  of  Waterloo. 

Grades  5,  6,  7. 

Knox,  T.  W.     Boy  travelers  in  central  Europe.     1893.     Harper.     $2.00. 
Well  written.    Instructive.    Interesting  to  children. 

Grades  6,  7,  8. 

The  Region  of   Germany  and  Austria, 

ESSENTIALS. 

The  land  of  castles,  of  quaint  villages,  and  of  picturesque  cathedrals.  A 
land  celebrated  for  the  beauty  of  its  Rhenish  scenery.  It  is  famous  for  its 
educational  system,  for  its  industrial  and  commercial  activity,  and  for  its 
military  strength.  Its  people  are  progressive,  thrifty,  and  economical.  In 
the  fields  of  poetry,  of  diplomacy,  and  of  music,  Germany  has  furnished  the 
world's  most  illustrious  names. 

BEST    BOOKS. 

Browne,  Maggie.     Chats   about   Germany.     Cassell.     [The   world    in 

picture  series.]     75c. 

Describes  toy-making,  Rhine,  Black  Forest,  and  several  of  the  principal  cities. 

Grades  5,  6. 

Coe,  Fanny  E.    Modern  Europe.    [World  and  its  people,  Vol.  V.]     1892. 

Silver.     60c. 

Scenes  on  Rhine  and  in  Germany.     Interesting. 

Grades  6,  7. 

Taylor,  Bayard.     Boys  of  other  countries.     1899.     Putnam.     $1.25. 
The  story  of  two  herdsboys  on  the  borders  of  Saxony.    Interesting. 

Grades  5,  6,  7. 

Dawson,  Wm.  H.     German  life  in  town  and  country.     [Our  European 
neighbor  series.]     1903.     Putnam.     $1.20  net. 

Peasant  life,  military  service,  education,  religious  life,  amusements,  local  govern- 
ment.   Well  illustrated. 

For  teachers. 

Carpenter,    F.     G.     Europe.      [Geographical      reader.]      1902.      Am. 

Bk.  Co.     70c. 

Several  chapters  on  manners  and  customs  of  Germans  and  the  people  of  Austro- 
Hungary.    Brief  sketch  of  government.    Well  illustrated. 

Grades  6,  7. 

The  Regfion  of  Scandinavia. 

ESSENTIALS. 

A  region  of  rugged  coasts,  of  deep  indentations,  and  of  precipitous  bluffs. 
A  bleak,  unpromising  land,  inhabited  by  a  thrifty,  hardy  people,  whose 
chief  occupations  are  fishing,  farming,  and  lumbering. 

I{p:ST    BOOKS. 

Hali.oi-,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 

Animals;   api)earance  of  the  country,  products  and  scenes.    Aurora  borealis. 
Laplanders,    (iood. 

Grades  7,  8. 

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Taylor,  Bayard.     Boys  of  other  countries.     1899.     Putnam.     $1.25. 

Story  of  the  writer's  adventures  with  a  little  postboy  in  northern  part  of  Sweden. 
Interesting. 

Grades  5,  6. 

Du  Chaillu,  Paul.     Land  of  the  midnight  sun.     1882.     2  vols.     Har- 
per.    15.00. 

Interesting    material,   well    written,    on    customs,    habits,    etc.,  of    people    of 
Scandinavia. 

Grades  7,  8,  and  for  teachers. 

Pratt,  Mara  L.     Northern  Europe.     [People  and  places  here  and  there, 
Vol.  v.]     Ed.  Pub.  Co.     Cloth,  60c. 

Describes  Lapps,  Norway,  Legend  of  tjkadi.    Interesting. 

Grades  5,  6,  7. 

Carpenter,  F.  G.     Europe.     [Geographical  reader.]     1902.     Am.    Bk. 
Co.     70c. 

Two  interesting  chapters  on  travel  in  the  Scandinavian  peninsula.     Well  illus- 
trated. 

Grades  6,  7. 

Companion  Series.     By  land  and  sea.     1901.     Perry  Mason.     50c. 
Describes  life  in  Sweden  and  Norway. 

Grades  6,  7,  8. 

King,  Charles  F.     Northern  Europe.     [Picturesque  geographical  read- 
ers, Bk.  VI.]     Lee.     60c.  net. 

Account  of  people,  places,  and  occupations. 

Grades  6,  7,  8. 

CoE,  Fanny  E.    Modern  Europe.    [World  and  its  people,  Vol.  V.]    1892. 

Silver.     60c. 

Chapters  on  Scandinavia  and  Denmark.    Interesting. 

Grades  6,  7. 

Companion  Series.     The  wide  world.     1902.     Ginn.     25c. 
Interesting  description  of  people,  customs,  sports,  etc. 

Grades  5,  6,  7. 

Companion  Series.     By  land  and  sea.     1901.     Perry  Mason.     50c. 
The  sports,  climate,  and  people  described. 

Grades  6,  7,  8. 

The  Regfion  of  Russia  and  Siberia. 

essentials. 
The  land  of  the  political  exile.  A  country  having  an  autocratic  govern- 
ment, inhabited  by  a  people  the  peasant  classes  of  which  are  in  ignorance 
and  poverty.  A  country  of  vast  area  and  great  natural  resources  as  yet 
largely  undeveloped.  It  is  a  region  characterized  on  the  extreme  north  by 
its  frozen  tundras,  inhabited  by  scattered  Laplanders;  by  its  forests  of  pine, 
oak,  and  beech  in  its  productive  central  part,  and  by  its  dry  and  arid 

steppes  on  the  south. 

best  books. 

Palmer,  Francis    H.  E.     Russian   life   in  town  and  country.     [Our 
European  neighbor  series.]     Putnam.     $1.20  net. 

Describes  peasants,  priests,  government,  Jewish  life,  education,  military  life,  and 
religion.    Well  illustrated. 

For  teachers. 

(75) 


Pratt,    Mara    L.     Northern   Europe.     [People   and   places   here   and 
there,  Vol.  V.]     Ed.  Pub.  Co.     60c. 

Describes  the  tundras  and  steppes,  and  Crimean  war 

Grades  5,  6,  7. 

CoE,  Fanny  E.     Modern    Europe.     [World   and  its   people,    Vol.  V.] 
1892.     Silver.     60c. 

Customs  and  habits  of  Russian  people,  their  religion,  palaces,  etc. 

Grades  6,  7. 
Carpenter,  F.  G.     Europe.     [Geographical  reader.]     1902.     Am.  Bk. 
Co.     70c. 

Good  description  of  peoples,  occupations, and  sights  to  be  seen.  Well  illustrated. 

Grades  6,  7. 

Companion  Series.     The  wide  world.     1902.     Ginn.     25c. 

Interesting  description  of  children,  people  ;  their  habits  and  customs. 

Grades  4,  5. 

Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 

Describes  manners  and  customs  of  the  people  ;  wolves ;  methods  of  travel ;  des- 
potism of  government. 

Grades  7,  8. 

Taylor,  Bayard.     Boys  of  other  countries.     1899.     Putnam.     11.25. 
story  of  serfs  of  Russia.    Interesting  to  children. 

Grades  5,  6,  7. 

Stevens,  Thomas.    Through  Russia  on  a  mustang.    Ed.  Pub.  Co.    $1.00. 
Story  of  a  ride  from  Moscow  to  tlie  Black  Sea  by  a  newspaper  man,  to  report  on 
the  conditions,  manners,  and  customs  of  the  people.     Illustrated.     Interesting. 

Grades  7,  8. 

Phillips,  E.  C.     All   the    Russias.     [The    world    in    picture    series.] 
Cassell.     50c. 

Story  of  life  and  travel.     Includes  an  account  of  Crimean  war.     Illustrated. 

Grades  6,  7. 

Rupert,  Wm.  R.     A  geographical  reader.     Leach,  Shewell.     65c. 

Description  of  the  country  and  fairs  and  nihilists.  Interesting  story  of  a 
political  exile. 

Grades  7,  8. 

Frost,  Thomas.     Modern  explorers.     1890.     Cassell.     $1.00. 
A  very  interesting  account  of  adventures  in  Arctic  regions. 

Grades  7,  8. 

Ford,  John  D.    An  American  cruiser  in  the  East.    1898.    Barnes.    $2.50. 
Description  of  natives,  their  manners  and  customs,  and  modes  of  life.    Interest- 
ing.   Many  pictures. 

Grades  7,  8. 

Kennan,  George.     Siberia  and  the  exile  system.     2  vol?.     1891.     Cen- 
tury.    $6.00. 

The  series  of  brilliant  articles  which  appeared  in  the  Century  Magazine  a  few 
years  ago  and  which  created  a  sensation.  The  facts  have  never  been  disproven. 
Very  interesting. 

Grade  S,  and  for  teachers. 

Kennan,  Gforoe.     T(;nt  life  in  Siberia.     1902.     Putnam.     $1.25. 

A  personal  narrative  of  life  in  Siberia.  Gives  an  idea  of  ii)habitant8,  scenery, 
customs,  and  general  features  of  the  country.  Written  in  an  interesting  manner. 
Children  enjuy  it. 

Grades  6,  7,  8. 
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Henty,  G.  a.     Condemned  as  a  nihilist.     1892.     Scribner.     (Fiction.) 

$1.50. 

A  very  interesting  boy's  book  of  banishment  and  final  escape  from  Siberia. 
Describes  mines  of  Kara.    Illustrated. 

Grades  7,  8. 

HiLLARD,  A*iDREW.     Under  the  black  eagle.    Scribner.     (Fiction.)  $1.00. 
Stirring  story  of  a  boy  of  Russian  mother  and  English  father.    He  was  exiled  to 
Siberia  for  refusing  to  furnish  information  wanted  by  police.    His  sufferings  and 
ultimate  escape  are  told  in  a  realistic  manner.    Illustrated. 

Grades  5,  6,  7. 

Carpenter,  Frank  G.    Asia.    [Geographical  reader.]    Am.Bk.Co.    60c. 
Chapter  on  Siberia  and  the  Trans-Siberian  Railroad.    Illustrated. 

Grades  6,  7. 

Smith,  Mary  Gate.     Life   in  Asia.     [World  and  its  people,  Vol.  VI.] 

1900.     Silver.     60c. 

Many  stories  of  the  people,  their  manners  and  customs.  Interesting,  simple  style 

Grades  6,  7. 

Wade,  Mary  Hazelton.     Our  little  Russian  cousin.    1901.    Page.    50c. 
One  of  the  best  stories  of  the  kind. 

Grades  4,  5,  6. 

King,    Charles    F.     Northern     Europe.      [Picturesque     geographical 
readers,  Bk.  VI.]     Lee.     60c.  net. 

Customs  of  the  people,  their  food,  religion,  etc. 

Grades  6,  7,  8. 

The  Region  of  Turkey.     (European  and  Asiatic.) 

essentials. 

This  region  is  the  chief  seat  of  Mohammedanism.  It  is  inhabited  by  a 
non-progressive,  fanatical  race  of  people  who  are  held  in  check  by  the 
Sultan,  who  is  vested  with  autocratic  powers.  The  chief  city  of  the  empire 
is  Constantinople,  which  is  noted  for  its  temples,  its  mosques,  and  for  its 
peculiar  street  scenes.  This  city  occupies  a  strategic  point  on  the  Darda- 
nelles, and  in  consequence,  serves  to  block,  to  a  degree,  the  ambitions  of 
Russia.  Turkey  has  played  an  important  part  in  history.  During  the 
Middle  Ages  it  was  the  region  of  the  struggles  of  the  Crusaders;  in  modern 
times,  of  the  Crimean  war.  The  country  is  largely  one  of  pasturing  rather 
than  of  agriculture,  although  grain,  tobacco,  cotton,  and  tropical  fruits 
are  grown  to  some  extent.  Manufactures  are  few,  although  carpets,  cloth, 
and  jewelry  are  made  by  hand, 

BEST    BOOKS. 

CoE,  Fanny  E.     Modern  Europe.    [World  and  its  people,  Vol.  V.]    1892. 
Silver.     60c. 

Description  of  Constantinople. 

Grades  6,  7. 

Crawford,  F.  Marion.     Constantinople.     1895.     Scribner.     $1.50. 

Description  of  appearance,  types  of  people,  street  scenes,  manners  and  customs. 
Finely  illustrated. 

For  teachers  mainly. 

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Thomson,  H.  C.     The  outgoing  Turk.     1897.     Appleton.     $4.00. 
A  wealth  of  material  for  teachers.    Fine  pictures. 

Carpenter,  F.  G.     Europe.     [Geographical  reader.]     1902.     Am.  Bk. 
Co.     70c. 

Chapter  descriptive  of  Constantinople,  also  one  on  nature  of  Turkish  rule  and 
Mohammedan  religion.    Illustrated. 

Grades  6,  7. 

Companion  Series.     Under  sunny  skies.     1902.     Ginn.     25c. 
Description  of  the  education  of  young  Turks. 

Grades  5,  6,  7. 

Rupert,  Wm.  W.     A  geographical  reader.     Leach,  Shewell.     65c. 
A  characterization  of  the  Turks  and  a  description  of  Constantinople. 

Grades  7,  8. 

Carpenter,  F.  G.     Asia.     [Geographical  reader.]      Am.  Bk.  Co.     60c. 
Chapter  on  travels  among  the  Turks.    Illustrated.    Interesting. 

Grades  6,  7. 

The  Regfion  of  Greece. 

essentials. 
The  birthplace  of  literature,  libert}',  and  art.     A  region  encircled  with 
a  halo  of  antiquity.     The  country  most  famous  in  the  world  for  the  degree 
of  the  development  of  its  ancient  civilization. 

best  books. 
Companion  Series.     Under  sunny  skies.     1902.     Ginn.     25c. 

How  Greek  children  live  and  amuse  themselves.    Illustrated. 

Grades  5,  6,  7. 

CoE,  Fanny  E.     Modern    Europe.     [World   and    its    people,  Vol.  V.] 
1892.     Silver.     60c. 

Chapter  on  the  "Land  of  the  glorious  past." 

Grades  6,  7. 

Carpenter,  F.  G.     Europe.     [Geographical  reader.]      1902,     Am.  Bk. 
Co.     70c. 

Chapter  describing  modern  Greece.    Illustrated. 

Grades  6,  7. 

The  Reg'ion  of  Italy. 

ESSENTIALS. 

The  Italian  people  are  famous  for  their  achievements  in  the  fields  of 
music,  painting,  and  sculpturing,  in  which  departments  they  have  furnished 
the  world's  most  renowned  names.  The  country  is  visited  yearly  by  many 
tourists  who  are  attracted  by  its  picturesque  and  historic  features,  among 
which  the  best  known  are  the  leaning  tower  of  Pisa,  the  cathedral  of  St. 
Peter's,  the  Coliseum,  the  catacombs,  the  gondolas  of  Venice,  the  Vatican, 
and  the  ruins  of  Pompeii  and  Herculancum. 

Italy  has  a  mild  and  e<{uahle  climate,  which  is  well  adapted  to  grape- 
growing  and  silk  production,  in  which  industries  she  is  among  the  greatest 

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in  the  world.     A  considerable  portion  of  the  people  are  engaged  in  spinning 
and  weaving  silk,  and  in  manufacturing  macaroni,  glass,  and  mosaics. 

BEST    BOOKS. 

Ballou,  Maturin  M.     Footprints  of  travel.    1896.     Ginn.     60c. 

Description  of  art  treasures,  manners,  and  customs  of  the  important  cities  of 
Italy. 

Grades  7,  8. 

ViLLARi,  LuiGi.     Italian  life  in  town    and   country.     [Our    European 
neighbor  series.]     Putnam.     1903.     $1.20  net. 

Description  of  the  aristocracy  and  middle  and  peasant  classes.    Social  and  home 
life,  amusements,  education,  etc. 

For  teachers. 

Companion  Series.     Under  sunny  skies.     1902.     Ginn.     25c. 

Treats  of  chestnut  farms,  Mount  Vesuvius,  and  food  of  peasants.    Interesting. 
Illustrated. 

Grades  5,  6,  7. 

Meriwether,  Lee.     Afloat   and   ashore  on  the  Mediterranean.     1892. 

Scribner.     $1.50. 

Interesting  material  on  countries  of  Mediterranean. 

Grade  8,  and  teachers. 

Taine,  H.     Italy:  Florence  and  Venice.     Holt.      $2.50. 
Much  valuable  information  for  teacher. 

CARPENffeR,  F.  G.     Europe.     [Geographical  reader.]     1902.     Am.  Bk. 

Co.     70c. 

Several  chapters  describing  Venice,  Rome,  Mount  Vesuvius,  etc.    Illustrated. 

Grades  6,  7. 

Companion  Series.     The  wide  world.    1902.     Ginn.    25c. 
Interesting  to  children. 

Grades  4,  5,  6. 

Stoddard,  John  L.     Florence,  Naples,  Rome.     [c.  1898.]    Vol.8.    $3.00. 
Interesting  descriptions,  beautiful  pictures. 

Taine,  H.     Italy:  Rome  and  Naples.     Holt.     $2.50. 

Valuable  and  detailed  information.    Suitable  to  teacher  only. 

CoE,  Fanny  E.     Modern  Europe.    [World  and  its  people,  Vol.  V.]    1892. 

Silver.     60c. 

Description  of  the  "  treasure  house  "  of  Europe.    Interesting. 

Grades  6,  7. 

Companion  Series.     By  land  and  sea.     1901.     Perry  Mason.     50c. 
Describes  a  climb  up  Vesuvius,  and  the  Venetian  gondola. 

Grades  6,  7,  8. 

Champney,  Elizabeth  W.     Three    Vassar    girls  in  Italy,     [c.  1885.] 

Estes.     $1.25. 

Describes  for  children  the  sights  to  be  seen  in  Italy. 

Grades  6,  7,  8. 

Stockton,  Frank  R.     Personally  conducted.     1890.      Scribner.     $2.00. 
A  tour  of  Italy.    Interesting. 

Grades  6,  7,  8. 

(79) 


The  Regfion  of  Switzerland* 

ESSENTIALS, 

The  most  noted  summer  resort  of  the  world.  A  region  of  magnificent 
scenery;  of  mountains,  lakes,  and  glaciers.  A  region  noted  for  the  inde- 
pendent, liberty-loving  spirit  of  its  people,  and  for  the  skill  they  show  in 
handwork  of  a  mechanical  nature. 

BEST    BOOKS. 

Headley,  J.  T.     Mountain  adventures  in  various  parts  of  the  world. 
1899.     Scribner.     11.00. 

Thrilling  adventures.    Experience  in  climbing  the  famous  peaks  of  the  Alps. 

Grades  7,  8. 

Little  Konrad;  the  Swiss  boy.     Ed.  Pub.  Co.     40c. 
A  pretty  story  of  life  in  Switzerland. 

Grades  4,  5,  6. 

Bouvet,  Marguerite.     Bernardo  and  Laurette.     1901.     McClurg.     75c. 
net. 

A  pretty  story  of  two  little  people  of  the  Alps.    Good  for  the  geographical 
setting. 

Grades  5,  6,  7. 

Champney,  Elizabeth  W.     Three  Vassar  girls  in  Switzerland.     Estes. 
11.25. 

Description  of  mountains  and  scenery  and  lakes.    Many  stories  of  beliefs  of 
people.  * 

Grades  5,  6,  7. 

Story,  Alfred  Thomas.     Swiss  life  in  town  and  country.     [Our  Euro- 
pean neighbor  series.]     1903.     Putnam,     it' 1.20  net. 

The    history,    education,  industries,  homes,  children,  religious  life,  etc.    Well 
illustrated. 

For  teachers. 

Carpenter,  F.  G.     Europe.     [Geographical  reader.]     1902.     Am.  Bk. 
Co.     70c. 

Three  chapters  describing  the  beauties  of  the  upper  Rhine  and  the  Alps.    Well 
illustrated. 

Grades  6,  7. 

Knox,  T.  W.     Boy  travelers  in  central  Europe.     1893.     Harper.    -12. 00. 
Well  written  description  of  sights  in  the  Alps. 

Grades  6,  7,  8. 

The  Regfion  of  Spain  and  Portogfal. 

essentials. 
One  of  the  picturesque  features  of  this  region  is  its  old  i)alaces  and 
churches  of  Moorish  origin.  Formerly  the  region  was  the  center  of  Euro- 
pean commerce  and  wealth  and  possessed  more  rich  foreign  colonies  than 
any  other  country.  Now  it  lias  lo.st  all  of  its  principal  colonies,  and  is  an 
impoverished  country,  Ijecause  of  the  improvidence  of  its  people  and  because 
of  its  mediieval  method  of  governing.  Along  the  coast  its  climate  is  mild 
and  equable;  its  interior  is  subject  to  great  extremes  of  temperature.     The 

(80) 


people  are  for  the  most  part  engaged  in  agriculture,  which  they  carry  on  by 
crude  methods.  This  region  produces  lead,  quicksilver,  wine,  olives,  cork, 
raisins,  and  Castile  soap. 

BEST    BOOKS. 

HiGGiN,  L.     Spanish  life  in  town  and  country.     [Our  European  neighbor 
series.]     1902.     Putnam.     $1.20  net. 

Land  and  people;  national  character;  amusements;    government;  education; 
chapter  on  Portuguese  life.    Well  illustrated. 

For  teachers. 

Hale,   Susan.     A  family  flight  through  Spain,     [c.   1883.]     Lothrop. 

$1.50. 

Many  interesting  descriptions  of  life  and  people — ancient  and  modern.    Illus- 
trated. 

Grades  6,  7,  8. 

FiNCK,  Henry  T.     Spain  and  Morocco.     1891.     Scribner.     11.25. 

A  tourist's  account — describes  bullfights,  wine  industry,  smugglers.    Interest- 
ing.   No  illustrations. 

Grade  8,  and  for  teachers. 

Companion  Series.     Under  sunny  skies.     1902.     Ginn.     25c. 

Two  chapters  describing  cities  of  Toledo,  Cordova,  and  Granada.    Interesting. 
Illustrated. 

Grades  5,  6,  7. 

CoE,    Fanny   E.     Modern    Europe.     [World   and   its    people,  Vol.  V.] 
1892.     Silver.     60c. 

Describes  scenes  on  streets  and  the  bullfights  of  Spain  and  Portugal. 

Grades  6,  7. 

Carpenter,  F.  G.     Europe.     [Geographical  reader.]     1902.     American 

Book  Co.     70c. 

Describes  cities  of  Spain  and  Portugal.    Well  illustrated. 

Grades  6,  7. 

Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 

The  Alhambra,  art  galleries,  and  remnants  of  Moorish  occupation. 

Grades  7,  8. 

Companion  Serif:s.     By  land  and  sea.     1901.     Perrv  Mason.     50c. 
A  chapter  describing  Toledo  and  Cordova. 

Grades  6,  7,  8. 

Scott,  S.  P.     Through  Spain.     1886.     Lippincott.     -$5.00. 

Much  interesting  material  regarding  ancient  and  modern   Spain.     Well  illus- 
trated. 

Grades  7,  8. 

HiGGiN,  L.     Spanish  life  in  town  and  country.     [Our  European  neigh- 
bor series.]     1902.     Putnam.     $1.20  net. 

Land  and  people — national  characteristics;  amusements;  government;  educa- 
tion ;  with  chapter  on  Portuguese  life.    Well  illustrated. 

For  teachers. 


(81) 


THE  CONTINENT  OF  AFRICA. 


1.  Region    of    the    Barbary 

States. 

2.  Region     of     the     Sahara 

Desert. 

3.  Region  of  the  Nile. 

4.  The  Congo  Region. 

5.  Region  of  South  Africa. 


Fig.  28. 

The  Regfion  of  the  Barbary  States. 

ESSENTIALS. 

The  land  of  pirates  and  the  stronghold  of  Mohammedanism.  A  land  for 
the  most  part  barren  and  undeveloped,  interspersed,  however,  with  fertile 
oases,  which  produce  olives,  dates,  and  gra})es.  Many  of  the  inhabitants 
of  these  countries  are  barbarous,  cruel,  treacherous,  and  unprogressive. 

BEST    BOOKS. 

BoNSAL,  Stephen.     Morocco  as  it  is.     1893.     Harper.     -12.00. 

Much   interesting  information   regarding    manners  and    customs  of  Moorish 
people.    Well  illustrated. 

Grades  7,  8. 

Bridgman,  F.  a.     Winters  in  Algeria.     1890.     Harper.     $2.50. 

The  people — their  customs,  shrines,  children,  legends.    Interesting  to  children. 
Illustrated. 

(irades  7,  8. 

Thomson,  Joseph.     Travels  in  the  Atlas  and  southern  Morocco.     1889. 
Longmans.     $3.00. 

A  personal  narrative  of  exploration.     Excellent  material.     Well  illustrated. 

(haden  7,  8. 
Obkk,  Fred  A.    The  Knockabout  Club  in  northern  Africa.    1890.    Pastes. 
$1.25. 

Written  for  children.     Snake  charmers;  Arab  dens;  in  a  private  city;  lion  hunt, 
etc.     Interesting.     Illustrated. 

(trades  5,  6,  7. 

(K2) 


Companion  Seriks.     Under  sunny  skies.     1902.     Ginn.     25c. 

Description  of  a  trip  through  Moorish  country. 

Grades  5,  6,  7. 

Badlam,  Anna  B.     Views   in   Africa.     [World   and   its   people  series, 

Bk.  VII.]     1900.     Silver.     72c. 

Description  of  appearance  of  country ;  customs  and  habits  of  its  people ;  the 
gathering  of  dates. 

Grades  6,  7,  8. 

FiNCK,  Henry  I.     Spain  and  Morocco.     1891.     Scribner.     $1.25. 

An  account  of   a  tourist.    Describes    scenes,  customs,  etc.    Interesting.    No 
illustrations. 

Grades  7,  8,  and  for  teachers. 

Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 
Describes  slave  markets  and  street  scenes. 

Grades  7,  8. 


The  Sahara  Regfion* 

essentials. 
A  region  of  dates,  ostriches,  and  camels.     A  region  of  rolling,  sandy 
wastes,  broken  only  at  great  intervals  by  oases,  and  sparsely  peopled  by 
wandering  tribes  of  Arabs. 

BEST   BOOKS. 

Badlam,  Anna  B.     Views  in  Africa.     1900.     [World  and  its  people, 
Bk.  VII.]     Silver.     72c. 

Description  of  the  desert — its  sand  storms,  its  oases,  its  animal  life,  and  its 
camels.    Interesting. 

Grades  6,  7,  8. 

Kingston,  W.  H.  G.     Saved  from  the  sea.     (Fiction.)     1884.     Nelson. 
$1.25. 

The  crew  of  a  shipwrecked  vessel  is  cast  on  the  shore  of  northern  Africa.  Their 
adventures  in  the  Sahara.    Boy's  book.    Illustrated. 

Grades  6,  7,  8. 

Knox,  T.  W.     In  wild  Africa,     [c.  1895.]     Harper.     $2.00. 

Adventures  of  two  boys  in  a  journey  through  the  Sahara  Desert.  Describes  salt 
lakes,  Arab  horses,  hunting  ostriches,  sand  storms,  caravan  trade,  etc.  Good  illus- 
trations. 

Grades  6,  7,  8. 

Bridgman,  F.  a.     Winters  in  Algeria.     1890.     Harper.     $2.50. 

Describes  sand  storms  and  scenes  on  the  desert,  oases,  etc.  Interesting  to  children. 

Grades  6,  7,  8. 

Companion  Series.     Under  sunny  skies.     1902.     Ginn.     25c. 

Describes  experiences  in  crossing  the  desert;  sand  storms;  oases. 

Grades  5,  6,  7. 

Allen,  Alice  E.     Children  of  the  palm  lands,     [c.   1901.]     Ed.  Pub. 
Co.     50c. 

A  visit  to  the  land  of  dates.    The  camels  and  caravans  described. 

Grades  4,  5. 
(83) 


The  Nile  Region, 

ESSENTIALS. 

A  land  of  great  antiquity,  of  mummies,  of  pyramids,  and  of  the  Sphinx. 
It  is  a  land  which  has  played  a  great  and  worthy  part  in  the  history  of  the 
civilization  of  the  world.  Its  modern  inhabitants  are  dependent  for  their 
crops  and  living,  as  were  the  inhabitants  centuries  ago,  upon  the  annual 
overflow  of  the  Nile. 

BEST   BOOKS. 

Chesney,  J.     Land  of  the  pyramids.     1896.     [The  world  in  pictures.] 
Cassell.     75c. 

Gives  a  short  sketch  of  Egyptian  history,  followed  by  descriptions  of  modern 
Egypt,  its  life,  physical  features,  art,  etc. 

Grades  6,  7. 

Hale,    Rev.    E.    E.     Family    flight    over    Egypt    and    Syria.     1882. 
Lothrop.     >};i.50. 

Account,  written  for  children,  of  ancient  and   modern  Egypt.    Many  illustra- 
tions. 

Grades  6,  7,  8. 

Knox,  T.  W.     Boy  travelers  in  Egypt  and  Holy  Land.     1882.     Harper. 
$2.00. 

Interesting  and  instructive  information  regarding  relics  of  art,  civilization,  cus- 
toms of  people,  etc.    Well  illustrated. 

Grades  6,  7. 

Optic,  Oliver.     Up  and  down  the  Nile.     [c.  1894.]     Lee.     $1.25. 

Much  information  interesting  to  children.    Put  in  story  form. 

Grades  6,  7,  8. 

Badlam,  Anna  B.     Views  in  Africa.     [World    and   its   people   series, 
Bk.  IL]     Silver.     72c. 

Description  of  the  Nile,  including  its  source,  the  use  it  is  put  to,  etc. 

(rrades  6,  7,  8. 

Wallace,  S.  E.     The  repose  in  Egypt.     1888.     Hurst.     75c. 

Interesting.    Very  good  material  for  children.    Rise  of  the  Nile,  pilgrimage  to 
Mecca,  legends  of  the  land. 

Grades  7,  8. 

Edwards,  A.  B.     A  thousand  miles  up  the  Nile.     1888.     Burt.     $1.00. 
Much  information  regarding  ancient  Egypt,  together  with  sights  to  be  seen  in 
modern  times.    No  illustrations.    Good  for  teacher. 

Grade  8. 

Tayl(jr,  Bayard.     Boys  of  other  countries.     1899.     Putnam.     $1.25. 

Interesting  story  of  a  visit  to  the  Pasha.    Tells  of  the  many  pet  animals  of  the 
natives. 

Grades  5,  6,  7. 

Bali.oi:,  Matcrin  M.     Footprints  of  travel.     1890.     (iinn.     60c. 
Description  of  the  pyramids,  the  Sphinx,  desert,  and  ancient  Egypt. 

Grades  7,  8. 

Rupert,  William  R.     A  geogrupliical  reader.     Leach,  Shewell.     65c. 
Description  of  Suez  Canal,  caves,  and  the  pyramids. 

Grades  7,  8. 

(84) 


The  Congfo  Regfion. 

ESSENTIALS. 

The  region  famous  for  the  explorations  of  Stanley  and  Livingston  and  for 
furnishing  the  first  slaves  to  the  South,  It  is  a  region  whose  vegetation  is 
dense  and  luxuriant;  whose  climate  is  hot,  moist,  and  unhealthful;  and 
whose  inhabitants  are  wild,  savage  tribes  of  pygmies  and  cannibals.  It  is 
the  home  of  gorillas  and  of  elephants;  and  is  the  ivory-producing  center  of 
the  world.  In  general,  it  is  a  region  unexplored,  uncivilized,  and  unde- 
veloped. 

BEST   BOOKS. 

Stanley,   Henry    M.     Through  the   dark    continent.     1878.     2   vols. 
Harper.     $7.50. 

A  mine  of  interesting  material  for  both  teachers  and  children. 

Grade  8. 
Kingston,   W.   H.   G.     In     the    wilds    of     Africa.     1884.     (Fiction.) 
Nelson.     $1.25. 

Adventures  in  Congo  region.    Much  valuable  information  told  in  an  interesting 
way.    A  boy's  tale. 

Grades  6,  7,  8. 

Badlam,  Anna  B.     Views  in  Africa.     [World  and   its  people  series, 
Bk.  VIL]     Silver.     72c. 

Description  of  the  Congo  region,  its  people,  views   and  scenes  of  the  tropical 
forests. 

Grades  6,  7,  8. 

Frost,  Thomas.     Modern  explorers.     1890.     Cassell.     $1.00. 

An  account  of   Sir  Samuels  Baker's  exploration  of   the  lake  region  of  Africa. 
Also  Livingston's  and  Stanley's  expeditions. 

Grades  6,  7,  8. 

Janks,  Tudor.    The  boy's  book  of  exploration.    1900.    Doubleday.    $2.00. 

An  interesting  account  of  attempts  made  to  explore  Africa.     Livingston's  and 
Stanley's  expeditions  in  detail.    Interesting. 

Grades  7,  8. 

Du  Chaillu,  Paul.     King  Mombo.     1902.     Scribner.     $1.50. 
Interesting  series  of  adventures,  well  illusti-ated. 

Grades  7,  8. 

Du  Chaillu,  Paul.     My  Apingi  kingdom.     Harper.     $1.00. 

Interesting  to  children. 

Grades  7,  8. 

Du  Chaillu,  Paul.     Lost  in  the  jungle.     1898.     Harper.     $1.00. 

Interesting  to  children. 

Grades  7,  8. 

Du  Chaillu,  Paul.     Adventures  in   the  great  forest  of  Africa.     1890. 

Harper.     $1.75. 

Many  stories  of  gorillas. 

Grades  7,  8. 

Knox,  T.  W.     The  boy  travelers  on  the  Congo.     1898.    Harper.    $2.00. 
Adventures  of  two  boys,  with  Henry  M.  Stanley.    Interesting.    Illustrated. 

Grades  6,  7,  8. 
Wauters,  a.  J.     Stanley's  Emin  Pasha  expedition.     1890.     Lippincott. 

$2.00. 

Account  of   Stanley's  memorable  relief  expedition  to  the  interior  of  Africa. 
Much  information  regarding  the  country  and  its  inhabitants  and  appearance. 

(85)  Grades  7,  8. 


The  Region  of  South  Africa. 


ESSENTIALS, 

The  land  of  the  Boers.  A  region  of  agriculture  and  herding,  and  famous 
for  its  mines  of  gold  and  diamonds.  Its  native  population  consists  of  fierce 
tribes  of  Kaffirs  and  Zulus. 

BEST    BOOKS. 

Cameron,  V.  L.     Jack  Hooper.     1887.     Nelson.     $1.25. 

An  account  of  a  boy's  adventure  at  sea  and  in  South  Africa.    A  boy's  book. 

Grades  6,  7,  8. 
Butterworth,  Hezekiah.     Traveler  tales  of  South  Africa,     [c.  1900.] 
Estes.     $1.50. 

Many  stories  illustrative  of  life  in  South  Africa.  A  description  of  Kruger;  the 
bushmen  ;  also  of  Cecil  Rhodes.    Interesting  and  illustrated. 

Grades  6,  7,  8. 

Reid,  Capt.  Mayne.     The  giraffe  hunters.     Hirst.     50c. 

Tale  of  adventure  in  South  Africa. 

Grades  6,  7,  8. 
LooMis,  Eben  J.     An  eclipse  party  in  Africa.     1896.     Little.     $4.50. 

An  account  of  an  expedition  sent  out  by  the  United  States  government. 
Describes  St.  Helena  Island  and  gives  legends  of  Napoleon  current  among  the 
inhabitants.  Describes  the  mines  of  Kimberley.  Very  readable.  Excellent 
pictures. 

Grades  6,  7,  8. 
Knox,  T.  W.     Hunters  three.     1895.     Dutton.     $2.00. 

Hunting  and  adventure  in  South  Africa.  Interesting,  well  written,  and  well 
illustrated. 

Grades  7,  8. 
Badlam,  Anna  B.     Views  in  Africa.     [The  world  and  its  people  series, 
Bk.  VII.]     Silver.     72c. 

Description  of  the  diamond  fields;  the  Kaffir  traits  and  customs;  also  Hottentot 
customs.    The  Soutli  African  republics  and  the  Boers. 

Grades  6,  7,  8. 
Martin,    Annie.     Home    life   on    an   ostrich    farm.     1890.     Appleton. 

$1.25. 

An  interesting  account  of  life  in  South  Africa.    Children  like  it. 

Grades  7,  8. 


(8«) 


THE  CONTINENT  OF  ASIA. 

Characteristic  Regions: 

1.  Region  of  China. 

2.  Region  of  Japan. 

3.  Region  of  India. 

4.  Region  of  Arabia. 

5.  Region  of  the  Holy  Land. 

6.  Region  of  the  Malay  Peninsula. 

7.  Region  of  Australia  and  New  Zealand. 

8.  Region  of  the  East  Indies. 

9.  Region  of  the  Philippines. 

10.  Region  of  the  South  Sea  Islands. 

The  Region  of  China. 

ESSENTIALS. 

The  oldest  country  in  the  world,  with  a  literature  and  civilization  long 
antedating  the  time  when  European  countries  emerged  from  barbarism.  It 
is  a  country  densely  populated  by  a  race  characterized  by  conservatism, 
stolidity,  and  non-progressiveness,  due  largely  to  their  religion  of  ancestor 
worship,  which  leads  them  to  regard  new  customs  as  vicious.  It  is  a  region 
famous  for  its  production  of  rice,  tea,  and  silk. 

BEST    BOOKS. 

Companion  Series.     By  land  and  sea.     1901.     Perry  Mason.     50c. 

Several  articles  on  scenes  on  the  streets  and  in  the  homes  of  China. 

Grades  6,  7,  8. 

Smith,  Mary  Cate.     Life  in  Asia.     1900.     [  World  and  its  people,  Vol. 

YL]     Silver.     60c. 

Several  chapters  on  China  and  its  people.  Treats  of  other  regions  of  Asia- 
Interesting,  simple  style.    Should  be  in  every  library. 

Grades  6,  7. 

Pratt,  Mara  L.     [People    and    places    here    and    there.    Vol.    IV.] 

[c.  1892.]     Ed.  Pub.  Co.     Cloth,  60c. 

Chinese  history ;  Tae-Ping  rebellion  ;  farming  ;  fishing  ;  customs  ;  schools  ;  great 
wall.     Interesting. 

Grades  6,  6. 

Carpenter,  Frank  G.     Asia.     [c.  1897.]     Am.  Bk.  Co.     60c. 

An  imaginary  trip  through  Japan,  China,  India,  Thibet,  and  Turkey,  describing 
the  life  of  the  people,  the  government,  and  the  educational  systems  of  the  coun- 
tries.    Illustrated.    Should  be  in  every  library. 

Grades  6,  7. 

Lee,  Yan  Phou.    When  I  was  a  boy  in  China,     [c.  1887.]    Lothrop.    60c. 

Very  good  description  of  home  life  in  China  by  a  native. 

Grades  7,  8. 

Miller,  Olive  J.     Little  people  of  Asia.     1899.     Button.     $2.50. 

Tells  of  queer  ceremonies  over  baby— about  his  playthings,  how  his  career  is 
chosen,  about  his  schoolmaster,  his  fondness  for  kite-flying,  the  queer  scenes  one 
sees  in  the  streets.     An  interesting  book  easily  read. 

Grades  5,  6. 

(87) 


Morse,  Edward  S.     Glimpses   of  China   and   Chinese   homes.     1902. 
Little,  Brown.     $1.50. 

Describes,  in  an  interesting  way,  the  Chinese  home,  dinner,  theatre,  prison, 
temples,  and  mansions. 

Grades  6,  7,  8. 

Ford,  John  D.    An  American  cruiser  in  the  East.    1898.    Barnes.    $2.50. 
Descriptive  of  the  manners  and  customs  of  China.    Treats,  also,  of  Koreans* 
Verj'  good.    Many  pictures. 

Grades  7,  8. 

Rupert,  Wm.  R.     A  geographical  reader.     Leach,  Shewell.     65c. 
Some  interesting  facts  about  China  and  the  Chinese. 

Grades  7,  8. 

Knox,  T.  W.     The  boy  travelers:  Japan  and  China.     1900.     Harper. 
$2.00. 

Interesting  description  of  manners  and  customs  of  Chinese  people.  Many 
illustrations. 

Grades  6,  7,  8. 

French,  H.  W.     Oar  boys  in  China.     1899.     International  Book  and 
Pub.  Co. 

Descriptions  of  sights  and  scenes  in  China.    Much  good  material  in  it,  but  diffuse. 

Grades  7,  8. 

George,  Marian    M.     Little    journeys    to   China    and   Japan.     1901. 
Flanagan.     50c. 

Much  interesting  information  regarding  sights  and  customs  of  these  countries. 
Illustrated. 

Grades  5,  6. 

Companion  Series.     The  wide  world.     1902.     Ginn.     25c, 

Graphic  picture  of  ways  of  living  in  different  parts  of  the  world,  presented  in  a 
brief  and  comprehensive  way.  Treats  of  China,  Japan,  Egypt,  Italy,  Russia, 
Mexico,  and  Alaska.    Should  be  in  every  library. 

Grades  5,  6. 

Smith,  Arthur  H.     Chinese  characteristics,     [c.  1894.]    Revell.    $2.00. 
A  very  carefully  written  account  of  the  traits  of  the  Chinese.    Gives  a  great 
many  concrete  details  of  their  manners  and  customs,  and  their  ideals— social  and 
political.    A  valuable  book  for  the  teacher.    Can  be  read  by  8th  grade. 

Geddie,  John.     Beyond  the  Himalayas.     1892.     Nelson.     $1.00. 

A  series  of  travels  and  adventures  in  the  wilds  of  Thibet.  Interesting.  Illus- 
trated. 


Ker,  David.     O'er  Tartar  deserts.     Lippincott. 

The  story  of  English  and  Russians  in  central  Asia.     Interesting. 


Grades  7,  8. 

g- 

Grades  7,  8. 


The  Regfion  of  Japan. 

ESSENTIALS. 

'i'lie  country  of  (juaint  gardens,  of  cherry  blossoms,  and  of  the  jinrickisha. 
It  is  a  land  characterized  by  its  production  of  silk,  rice,  and  bamboo;  by 
the  artistic  temperament  and  gentle  manners  of  its  people;  by  the  rapid 
advance  of  it.s  civilization,  and  by  the  eagerness  with  which  its  people  take 
up  with  Western  ideas. 

(88) 


BEST    BOOKS. 

Bacon,  Alice  M.     A  Japanese  interior,     [c.  1893.]     Houghton.     60c. 

A  clear  account  of  the  observation  and  experience  of  a  teacher  in  a  school  in 
Japan.    Much  information  concerning  the  houses  and  private  life  of  the  people. 

Ayrton,  Mrs.  M.  C.     Child  life  in  Japan,  and  Japanese  child  stories. 

1901.     Heath.     20c. 

stories  and  sketches  of  Japanese  children  at  play,  with  illustrations  by  Japanese 
artists.    A  charming  book  for  children. 

Grades  4,  5,  6. 

Ford,  John    D.     An   American  cruiser   in    the  East.     1898.     Barnes. 
$2.50. 

Scenes  in  and  about  the  principal  cities.     A  description  of  the  government  and 
industries  of  Japan.    Very  good.    Many  fine  illustrations. 

Grades  7,  8. 

Allen,  Alice  E.     Children  of  the  palm  lands,     [c.  1901.]     Ed.  Pub. 

Co.     50c. 

Tea  making  and  drinking,  as  well  as  other  customs. 

Grades  4,  5. 

Greey,  Edward.     Young  Americans  in   Japan.     1899.     International 

Book  and  Pub.  Co.     .$1.75. 

An  account  of  the  adventures  of  the  Jewett  family  in  Japan.    Many  illustrations 
and  much  valuable  information. 

Grades  5,  6,  7. 

Greey,  Edward.     The  wonderful  city  of  Tokio.     1899.     International 
Book  and  Pub.  Co.     $1.75. 

A  sequel  to  "Young  Americans  in  Japan."    Well  illustrated.    Tells  of  lacquer 
makers,  of  fan-makers,  of  a  dry  goods  store,  and  of  how  rice  is  gathered. 

Grades  5,  6,  7. 

Carroll,  Stella  W.  and  Clarence  F.     Around  the  world.    [Geograph- 
ical reader,  Bk.  I.]     1901.     Morse  Co.     60c. 

Simple  sentences  about  the  houses,  customs,  silkworms,  and  streets  of  Japan. 

Grades  2,  3. 

Bramhall,  M.  S.     Wee  ones  of  Japan.     1894.     Harper.     $1.00. 

Describes  family  life,  manners,  dress,  discipline,  education,  and  sports    of  the 
Japanese  children.    Interesting. 

Grades  6,  7. 

Rupert,  Wm.  R.     A  geographical  reader.     Leach,  Shewell.     65c. 
Describes  the  people  and  their  amusements. 

Grades  7,  8. 

Knox,  T.  W.     The  boy  travelers:  Japan   and   China.     1900.     Harper. 

$2.00. 

Interesting  descriptions  of  manners  and  customs  of  Japanese  people.    Many 
illustrations. 

Grades  6,  7,  8. 

Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 
Islands  are  described,  their  productions  and  people. 

Grades  7,  8. 

Companion  Series.     By  land  and  sea.     1901.     Perry  Mason.     50c. 
Interesting  description  of  habits  and  customs  of  the  people. 

Grades  6,  7,  8. 
(89) 


Bacon,  Alice  M.     Japanese  girls  and  women,     [c.  1891.]     Houghton. 
$1.25. 

An  account  of  the  home  life  of  Japanese  women  by  a  woman  who  was  inti- 
mately acquainted  with  the  life  of  the  j)eople. 

Best  for  teachers. 

Angus,  D.  C.     The  Eastern  wonderland;    or  pictures  of  Japanese  life. 
[The  world  in  pictures]     Cassell.     7oc. 

Descriptions  of  Japanese  life  and  character  told  in  story  form  and  representing 
a  Japanese  boy  born  under  the  old  regime  as  growing  up  to  witness  and  take  part 
in  the  transformation  of  Japan.    Well  illustrated. 

Grades  6,  7,  8. 

Arnold,  Sir  Edwin.     Japonica.     1892.     Scribner.     $3.00. 

Beautiful  illustrations.  Descriptive  matter  of  value  to  the  teacher,  but  beyond 
the  pupil. 

Griffis,  Wm.  E.     Honda  the   Samurai.     A   story  of    modern   Japan. 

[c.  1890.]     Cong.  S.  S.  &  Pub.  Soc.     $1.50. 

A  story  in  guise  of  fiction  to  show  how  new  Japan  flowered  out  of  the  roots  of 
the  old.  Gives  stories  which  illustrate  ancient  and  mediaeval  Japan,  then  the 
scenes  following  Perry's  arrival,  and  lastly  the  nation's  recent  growth.  Some  very 
interesting  chapters  on  the  homes,  baby's  life,  and  the  prisons. 

Grades  7,  8. 

Gardiner,  R.  S.     Japan  as  we  saw  it.     [c.  1892.]     Rand- A  very  Supply 

Co.,  Boston.     75c. 

A  brief  account  of  a  four  months'  trip  by  the  writer  and  his  wife.  Contains 
much  authentic  information  regarding  habits,  social  customs,  and  needs  of  the 
traveler.    Good  for  teacher,  but  not  of  especial  interest  to  children. 

Carpenter,  F.  G.     Asia.     [Geographical  reader.]     [c.  1897.]    Am.  Bk. 

Co.     60c. 

Several  chapters  descriptive  of  Japan  and  the  customs  of  its  people. 

Grades^  6,  7. 

Wade,  Mary  Hazelton.     Our  little  Japanese  cousin.     [Little  cousin 

series.]     [c.  1901.]     Page.     50c. 

a  story,  very  happily  written,  of  the  customs  and  life  of  Japanese  children  and 
people.  Children  fond  of  it.  One  of  the  few  geography  books  which  can  be  read 
by  grades  4,  5,  6. 

Oi'Tic,    Oliver  (Adams,    Wm.   T.).     Pacific   shores,     [c.    1897.]     Lee. 
$1.25. 

The  story  of  Louis  Belgrave  and  his  companions  in  Jai)an.  Gives  many  facts 
regarding  interior  of  houses,  the  religion,  festivals,  temples,  and  tombs.  Inter- 
esting to  boys. 


Grades 


Inouye,  Jukichi.     Sketches  of  Tokyo  life.     Open  Court.     75c. 

Text  in  English.  Treats  of  many  (jnaint  aspects  of  Japanese  life— tl>e  story- 
teller's hall,  the  actor  and  the  stage,  the  wrestler  and  the  ring,  fortune-telling, 
fires  and  firemen,  jinrikishas,  daticiiig-girls.     Contains  many  curious  illustrations. 

Grades  6,  7,  8. 


(t)0) 


The  Region  of  India. 

ESSENTIALS. 

The  home  of  Brahminism  and  the  seat  of  the  system  of  caste.  A  hot, 
unhealthful,  densely  populated  region.  A  region  of  jungles,  full  of  fierce 
animals;  of  fertile  valleys,  teeming  with  people;  and  of  plateaus,  covered 
with  forests.  A  country  which  produces  great  quantities  of  wheat,  rice, 
opium,  tea,  and  cotton. 

BEST    BOOKS. 

Pratt,  Mara  L.     People  and  places  here  and  there.     Vol.  II.     1892. 
Ed.  Pub.  Co.     Cloth,  60c. 

Description   of   Brahminism,  fakirs,   Mohammedanism.    The   Sepoy   rebellion, 
elephant-hunting,  and  the  city  of  Benares  are  described.    Interesting. 

Grades  5,  6. 

Optic,   Oliver.     Across   India.      [All   over   the   world   series.]     1895. 

Lee.     $1.25. 

Much  interesting  material  regarding  animals,  jugglers,  Ganges,  and  many  cities. 

Grades  7,  8. 

Knox,  T.  W.     Adventures  of  two  youths  in  a  journey  to  Ceylon  and 

India,     [c.  1881.]     Harper.     $2.00. 

A  great  deal  of  interesting  material.    One  of  the  best  series  of  books  written 
for  children  on  geography.    Well  illustrated. 

Grades  6,  7,  8. 

Ballou,  Maturin  M.     The  pearl  of  India.     1894.     Houghton.     $1.50. 

Descriptive  of  the  island  of  Ceylon,  its  people,  its  products,  hunting,  etc.    Use- 
ful to  teachers,  but  not  interesting  to  the  children. 

Gumming,  W.  G.     Wild  men  and  wild  beasts.     1898.     Scribner.     $1.50. 
Full  of  hunting  stories  and  stories  of  adventure  in  India.    Interesting  to  boys. 
Illustrated. 

Grades  7,  8. 

Rupert,  Wm.  R.     A  geography  reader.     Leach,   Shewell.     65c. 

Description  of  the  government  and  the  social  features  of  Hindoo  life.    Hindoo 
worship  and  the  holy  city  of  Benares. 

Grades  7,  8. 

Carpenter,  F.  G.     Asia.     [Geographical  reader.]     Am.  Bk.  Co.     60c. 

Chapters  on  farming  classes,  wild  animals,  the  holy  city  of  Benares,  and  the 
Himalaya  mountains.    Very  interesting  and  well  illustrated. 

Grades  6,  7. 

Carus,  Paul.     Karma;  a  story  of  early  Buddhism.    Open  Court.     75c. 
Japanese  edition.    A  collection  of  stories.    Very  interesting  and  quaintly  illus- 
trated. 

Grades  7,  8. 

Headley,  J.  T.     Mountain  adventures  in  various  parts  of  the  world. 
1899.     Scribner.     $1.00. 

A  trip  to  the  sacred  source  of  the  Ganges. 

Grades  7,  8. 

Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 

Customs,  scenes,  and  religion  of  the  natives.     Holy  city  of  Benares.    Very  inter- 
esting and  instructive. 

Grades  7,  8. 

(91) 


Smith,  Mary  Gate.     Life  in  Asia.     [The  world  and  its  people,  Bk.  VI.] 
Silver.     60c. 

Much  interesting  information  regarding  life  in  India,  customs  of  the  people, 
animal  life,  caste  system,  etc.    Illustrated. 

Grades  6,  7,  8. 

Wade,  Mary  HazeltOxV.     Our  little  brown  cousin.     1901.     Page.     50c. 
One  of  the  best  stories  of  the  kind. 


The  Regfion  of  Arabia, 

essentials. 
The  cradle  of   Mohammedanism.     A  plateau  region,  barren,  desolate, 
unproductive,  for  the  most  part,  and  uninhabited  except  by  wandering 
Bedouin  tribes. 

best  books. 

Taylor,  Bayard.     Travels  in  Arabia.     1887.     Scribner.     $1.25. 

A  sketch  of  explorers,  ancient  cities,  and  various  travels  in  Arabia.    Good. 

Grades  7,  8. 

ZwEMER,  Rev.  S.  M.     Arabia,  the  cradle  of  Islam,     [c.  1900.]     Revell. 
$2.00. 

studies  in  the  geography,  people,  and  politics  of  the  peninsula,  with  an  account 
of  Islam.    One  of  the  best  books  on  Arabia  I  know. 

Grades  7,  8,  and  for  teachers. 

Carpenter,  F.  G.     Asia.     [Geographical  reader.]     Am.  Bk.  Co.    60c. 
Chapter  on  life  in  the  Arabian  desert. 

Grades  6,  7. 

Smith,  Mary  Gate.     Life  in  Asia.     [World  and  its  people,  Bk.  VI.] 

1900.     Silver.     60c. 

A  chapter  on  the  home  of  the  Arab;  its  horses,  camels,  and  life. 

Grades  6,  7,  8. 

The  Regfion  of  the  Holy  Land. 

essentials. 
The  "promised  land"  of  the  Israelites.     At  one  time  a  land  "flowing 
with  milk  and  honey,"  but  now  a  region  of  ruins  and  the  home  of  a  decadent 
people. 

BEST    BOOKS. 

Headlev,  .1.  T.     Mountain  adventures  in   various  parts  of  the  world. 

1899.  Scribner.     $1.00. 

Describes  climbing  Mounts  Lebanon,  Sinai,  and  Ararat. 

Grades  7,  8. 

Companion  Series.     Under  sunny  skies.     1902.     Ginn.     25c. 

Describes  fruit- raising  in  Asia  Minor. 

Grades  5,  6. 

Smith,  Mary   Gate.     Life  in  Asia.     [World  and   its   people,  Bk.  VI.] 

1900.  Silver.     flOc. 

A  description  of  lands  of  the  i'.ilde. 

Grades  6,  7,  8. 
(92) 


Knox,  T.  \V.     Boy  travelers  in  Egypt  and  Holy  Land.     1882.     Harper. 
$2.00. 

Interesting  and  instructive.     Well  illustrated. 

Grades  6,  7. 

Carpenter,  F.  G.     Asia.     [Geographical  reader.]     Am.  Bk.  Co.     60c. 
Chapter  on  Palestine  and  people.    Illustrated. 

Grades  6,  7. 

The  Malay  Region. 

ESSENTIALS. 

The  spice-producing  region  of  the  world.  A  tropical  country  in  which 
the  inhabitants  are  either  Chinese  or  Malay,  and  who  live  along  the  rivers 
and  irrigating  canals,  where  they  are  largely  engaged  in  the  production  of 
rice. 

BEST    BOOKS. 

Kellogg,  Eva   M.  C.     Australia   and   the   islands   of   the   sea.     [The 
world  and  its  people,  Bk.  VIII.]     1898.     Silver.     68c. 

Treats  of  the  islands  adjacent  to  the  Malav  peninsula. 

Grades  6,  7,  8. 

Knox,  T.  W.     Boy  travelers  in  Siam  and  Java.     Harper.     $2.00. 

Very  interesting  account,  for  children,  of  habits  and  customs  of  the  people. 

Grades  6,  7,  8. 

Carpenter,  F.  G.     Asia.     [Geographical  reader.]     Am.  Bk.  Co.     60c. 
Chapters  on  Siam,  the  white  elephants,  the  Malays,  and  the  Burmese.    Illustra- 
tions.   Interesting. 

Grades  6,  7. 

Henty,  G.  a.     Among  Malay  pirates.     Burt.     $1.00. 
Stirring  story  of  life  in  the  Indian  Ocean. 

Grades  6,  7,  8. 

The  Regfion  of  Australia  and  New  Zealand. 
essentials. 
A  region  peculiar  in  that  its  central  region  is  practically  a  desert;  the 
only  habitable  part  is  along  the  coast.  These  islands  are  the  home  of 
peculiar  types  of  animal  and  vegetable  life — types  which  are  found  nowhere 
else  in  the  world.  This  region  is  famous  for  its  production  of  gold  and 
for  its  exportation  of  wool,  frozen  mutton,  and  coal.  This  present-day 
progressive  country  of  English  tradesmen  was  first  settled  by  exiled  con- 
victs. Its  native  population,  the  bushmen,  are  among  the  tribes  lowest  in 
point  of  civilization  in  the  world. 

BEST    BOOKS. 

Ballou,Maturin  M.    Under  the  southern  cross.     1888.    Ticknor.    $1.50. 
Much  valuable  information,  but  rather  too  ditWcult  reading  for  the  grades. 

Knox,  Thomas   W.     The   land   of  the   kangaroo,     [c.   1896.]     Wilde. 
Cloth,  $1.50. 

The  adventures  of  two  youths  in  a  journey  across  the  island.     Much  valuable 
information  presented  in  interesting  form. 

Grades  6,  7,  8. 

Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60c. 

The  production  of  gold ;  animal  and  vegetable  life ;  sheep-raising ;  chief  cities. 

(93)  Grades  7,  8. 


Rupert,  Wm.  R.     A  geography  reader.     Leach,  Shewell.     65c. 
Life  and  industries  in  the  island. 

Grades  7,  8. 

Kellogg,  Eva  M.  C.     Australia    and    the   islands   of  the    sea.      [The 
world  and  its  people,  Bk.  VIII.]     1898.     Silver.    68c. 

An  excellent  and  comprehensive  account  of  Australia  and  the  adjacent  islands. 
Illustrated. 

Grades  7,  8. 

Henty,  G.  a.     a  final  reckoning.     (Fiction.)     Scribner.     $1.50. 
A  tale  of  bush  life  in  Australia. 

Grades  7,  8. 

Pratt,  Mara  L.     Australasia.     [People    and  places  here    and   there, 
Vol.  I.]     Ed.  Pub.  Co.     Cloth,  60c. 

The  chief  cities ;  bush  life  ;  the  aborigines  ;  birds  and  animals  ;  the  gold  rush. 

Grades  4,  5,  6. 

Henty,  G.  A.     Maori  and  settler.     (Fiction.)     Scribner.     .$1.50. 
A  story  of  New  Zealand  war.    Boy's  book  of  adventure. 

Grades  6,  7,  8. 

Whitmarsh,  Lieut.  H.  P.     The  young  pearl-divers.     Page.    $1.00. 
A  stirring  story  of  Australian  adventure.    A  splendid  book  for  boys. 

Grades  7,  8. 

The  Reg-ion  of  the  East  Indies. 

essentials. 

A  region  of  many  active  volcanoes  and  subject  to  violent  earthquakes. 

It  is  also  subject  to  fierce  hurricanes,  which  render  navigation  among  the 

islands    exceedingly    dangerous    at    certain    times  of   the  year.     It    is  a 

region  having  a  typical  tropical  climate — hot,  moist,  and  unhealthful  for 

whites.     These  islands  have  long  been  famed  for  the  production  of  spices, 

ornamental  woods,  and  coffee.     The  inhabitants  are  mostly  of  the  Malay 

race. 

best  books. 

Kellogg,  E\^a    M.    C.     Australia   and   the   islands   of  the   sea.     [The 
world  and  its  people,  Bk.  VIII.]     1898.     Silver.     68c. 

Excellent  account  of  these  islands,  their  productions  and  their  inhabitants. 

Grades  6,  7,  8. 

Allen,  Alice  E.     Children  of  the  palm  lands,     [c.  1901. J     Ed.  Pub. 

Co.     50c. 

The  production  of  pepper,  cloves,  and  nutmeg;  also  the  customs  of  the  people 
are  described. 

Grade>^  4,  5. 

HiGQiNSON,  S.  J.     Java;  the  pearl  of  the  East.     [c.  1890.]     Houghton. 

75c. 

A  good  account  of  the  people,  wealth,  and  resources  of  the  island,  together  with 
a  brief  outline  of  its  history.    No  illustrations. 

Grades  7,  8. 

Jenks,   Tudor.     The   boys'   book    of  explorations.     1900.     Doubleday. 
$2.00. 

A  description  of  the  strange  animals  and  phints  of  Australia.     Explorations  of 
interior  of  country  related.     Interesting. 

(94)  Grades  7,  8. 


Knox,  T.  W.     Boy  travelers  in  Siam  and  Java.     Harper.     '12.00. 

Excellent  description.     Interesting  to  children. 

Grades  6,  7,  8. 

The  Region  of  the  Philippines. 

ESSENTIALS. 

A  hot,  unhealthful  region,  having  luxuriant  vegetation  and  heavy  rain- 
fall. It  has  a  fertile  soil,  which  produces  sugar  cane,  rice,  coffee,  spices,  and 
tropical  fruits.  These  islands,  formerly  among  Spain's  richest  possessions, 
are  now  governed  by  the  United  States  and  are  being  rapidly  developed, 
both  educationally  and  industrially. 

BEST    BOOKS. 

Kellogg,  Eva  M.  C.     Australia  and  the  islands  of  the  sea.     [The  world 
and  its  people,  Bk.  VIII.]     1898.     Silver.     68c. 

A  chapter  describing  the  islands — their  inhabitants,  their  habits  and  customs. 

Grades  6,  7,  8. 
Carroll,  Stella  W.,  and    Hart,  E.  M.     Around   the   world.     [Geo- 
graphical series,  Bk.  III.]     1901.     Morse.     60c. 

Interesting  description  of  scenes  on  the  islands.    In  the  rice  fields,  spinning 
hemp,  and  rolling  cigars. 

Grades  4,  5,  6. 

The  Regfion  of  the  South  Sea  Islands. 

essentials. 
A  region  of  coral  reefs,  having  a  mild  climate  and  producing  and  export- 
ing cocoanuts  and  other  tropical  fruits,  besides  sugar  and  cotton.  These 
islands  are  now  in  communication  with  the  civilized  world  by  means  of 
several  oceanic  steamship  lines.  In  consequence,  the  natives  are  gradually 
emerging  from  their  former  state  of  cannibalism. 

BEST   BOOKS. 

Kellogg,  Eva  M.  C.     Australia  and  the  islands  of  the  sea.     [The  world 
and  its  people,  Bk.  VIII.]     1898.     Silver.     68c. 

One  of  the  best  treatments  for  children  of  the  South  Sea  Islands  of  which  I 
know.     Illustrated. 

Grades  1 ,  8. 
Melville,  Herman.     Typee ;  or,  Life  in  the  south  seas.     Heath.     1902. 
45c. 

A  narrative  of  personal  experience.    The  most  readable  book  of  the  kind  I 
know.    Illustrated. 

Grades  6,  7,  8. 

Gumming,  C.  F.     At  home  in  Fiji.     1882.     Armstrong.     $1.25. 

A  series  of  personal  observations.    Contains  much  interesting  information  con- 
cerning the  natives  of  the  islands. 

Grade  8,  and  for  teacher. 

Pratt,  Mara  L.     Australasia.     [People   and    places    here    and   there, 
Vol.  I.]     Ed.  Pub.  Co.     Cloth,  60c. 

Good  description  of  the  natives.    Illustrated. 

Grades  4,  5,  6. 

(95) 


CHAPTER  V. 
SPECIAL  METHOD  OF  PHYSICAL  GEOGRAPHY. 

By  EFFIE  B.  McFADDEX. 


No  course  in  geography  for  grammar  grades  seems  quite  complete  without 
some  attention  to  the  relation  of  cause  and  effect.  While  it  is  well  if  a 
seventh-grade  pupil  knows  that  it  rains  nearly  every  day  in  the  Amazon 
region,  it  is  usually  profitable  for  this  same  pupil  to  know  why  this  is  so. 
In  the  same  way  if  he  has  found  rubber  growing  in  the  lower  part  of  the 
Amazon  Valley,  it  is  well  he  should  think  of  the  agencies  at  work  far  away 
up  in  the  Andes  Mountains,  tearing  them  down  and  bringing  them  as  silt 
to  be  deposited  by  the  overflow  of  the  river,  and  thus  make  a  fertile  soil. 

In  nearly  all  of  our  text-books  in  geography  for  the  grammar  grades  a 
few  chapters  in  the  beginning  are  devoted  to  some  general  statements  about 
erosions,  winds,  rainfall,  ocean  currents,  temperature,  etc.,  apart  from  any 
country  except  as  one  may  be  mentioned  in  way  of  illustration — this,  too, 
before  the  child  has  in  his  mind  any  definite  picture  of  the  region  in  question. 

With  this  in  view,  it  has  been  the  aim  of  the  Physical  Geography  work 
to  follow  closely  the  descriptive  work;  to  ask  why  there  are  heavy  rains  in 
a  certain  location  after  the  fact  that  the  heavy  rains  are  the  rule  has  been 
established  in  some  adequate  way. 

To  illustrate:  The  child  has  first  learned  the  location  of  the  Amazon 
Valley,  the  slopes  that  form  the  sides,  the  river  that  flows  through  its  lowest 
part;  then  he  has  to  establish  a  certain  feeling  for  its  jungles,  its  animals, 
and  its  rainfall. 

It  is  now  time  to  ask  why  this  is  all  so.  It  has  been  the  aim  not  to 
answer  this  in  any  general  statement,  but  by  means  of  the  child's  expe- 
riences and  by  simple  experiments  appeal  to  his  understanding.  It  is  not 
necessary  that  the  child  be  able  in  every  case  to  make  the  application  of  the 
experiment  to  the  ph3^8ical  fact,  but  if  he  sees  the  experiment,  better  still  if 
lie  performs  it  himself,  even  if  the  teacher  makes  the  application,  the  child 
will  have  something  concrete  upon  which  to  hang  his  reasons. 

The  child  can  not  see  the  water  in  the  ocean  disappear;  he  can  see  tlie 
clouds  gather  and  the  rain  fall,  l)ut  he  can  not  feel  the  cold  current  of  air 
above  that  perhaps  has  caused  the  downpour.  In  the  experiment  he  sees 
the  water  in  the  flask  gradually  grow  less;  he  feels  the  cold  cloth,  in  fact  as 
it  becomes  warm  he  must  cool  it  again;  he  sees  the  drops  fall  one  by  one. 
Now  it  is  not  far  in  imagination  from  the  alcohol  lamp  to  the  sun,  from  the 
water  in  the  flask  to  the  ocean,  from  the  cold  cloth  to  a  cold  current  of  air 
or  a  mountain  range,  and  then  from  the  drops  of  water  to  rain.     The  experi- 


ment  need  not  be  repeated  every  time  the  child  is  asked  for  the  cause  of 
rainfall ;  a  simple  sketch  of  the  apparatus  will  nearly  always  recall  the 
necessary  information. 

All  the  apparatus  used  is  very  simple  and  costs  only  a  few  cents.  It 
seems  much  better  to  have  it  so,  as  complicated  apparatus  draws  attention 
to  itself  rather  than  to  the  results  of  the  experiment;  and  costly  apparatus 
can  not  be  afforded  by  the  average  grammar  school. 

Not  all  the  topics  to  be  treated  of  in  Physical  Geography  can  be  taken, 
nor  should  they  be,  in  connection  with  South  America.  They  are  not  men- 
tioned in  the  descriptions  of  the  different  areas,  so  there  can  be  no  "why" 
asked.  Glaciers  are  best  studied  in  Alaska  or  Switzerland;  hot  springs  and 
geysers,  in  the  United  States;  the  reasons  for  the  different  lengths  of  day 
and  night,  in  the  Arctic  regions,  etc. 

Certain  topics,  and  as  it  happens  the  most  difficult  ones  for  the  children, 
will  be  repeated  for  nearly  every  new  region;  for  instance,  the  causes  for 
rainfall  and  for  ocean  currents.  But  after  one  or  two  areas  have  been 
studied,  the  children  will  have  no  difficulty  in  giving  reasons,  and  very 
little  time  will  be  required  for  this  work. 

In  the  eighth  grade  it  has  seemed  well  to  sum  up  the  work  by  repeating 
it  in  topical  form.  Winds  are  studied  this  time  as  a  general  subject,  their 
causes  given  and  application  made  to  the  whole  world.  Glaciers,  volcanoes, 
etc.,  may  be  treated  in  the  same  way. 

The  following  outline  is  a  compilation  of  the  reports  of  lessons  given  in 
the  fifth,  sixth,  seventh,  and  eighth  grades.  The  essential  points  in  all  the 
lessons  were  developed  in  almost  as  many  ways  as  there  were  teachers. 
Those  methods  that  seemed  most  effective  for  a  given  class  appear  in  the 
following  pages.  The  reports  of  Misses  Ethel  Banks,  Doolan,  Prout,  Ruff, 
and  Tessie  Savage,  furnish  the  greater  part  of  the  material  for  the  lessons; 
the  drawings  were  made  by  Mr.  Walter  J.  Kenyon. 

RAINFALL  IN  THE  AMAZON  REGION. 

I  began  my  lesson  with  the  most  interesting  descriptive  features  of  the 
Amazon  Valley.  The  class  were  able  to  recall  a  broad,  densely  wooded 
valley,  through  which  was  flowing,  swiftly  at  its  source,  sluggishly  at  its 
mouth,  a  great  stream  of  water.  I  placed  particular  emphasis  on  the  lux- 
uriant vegetation;  then  asked,  "What  causes  such  a  growth  of  forests  here?" 
This  brought  forth  a  discussion,  the  main  points  seeming  to  center  about 
the  heavy  rainfall,  though  heat  and  the  fertility  of  the  soil  were  also  given 
as  causes.  As  nearly  all  had  mentioned  the  rainfall,  this  was  used  as  the 
starting  point.  "Why  does  the  Amazon  Valley  get  so  much  rain?"  This 
was  a  hard  question.  Some  thought  that  it  was  on  account  of  the  heat, 
others  that  the  forests  had  something  to  do  with  it.  Some  gave  the  moun- 
tains as  the  cause,  and  others  ventured  no  reply.  The  question  of  rainfall  was 
now  uppermost  in  the  children's  minds,  so  I  asked,  •'  What  makes  it  rain, 
anyway?"  "  The  sky  gets  filled  with  clouds,"  "The  wind  blows,"  were  some 
of  the  replies.  '*  What  must  there  be  in  the  air  before  it  rains?"  Some  said 
water,  some  vapor,  and  some  moisture.  I  brought  it  out  plainly  that  it  was 
7  (97) 


water  and  that  these  other  names  are  given  for  special  reasons.  "Is  there 
any  water  in  the  air  outside?  Any  in  this  room?  Could  we  ever  get  it 
back  again?"  After  the  opinions  of  the  class  had  been  given  on  these  points, 
I  took  a  tin  can  with  a  tight-fitting  cover,  and  put  in  it  a  piece  of  ice,  having 
them  admit  in  the  beginning  that  the  can  did  not  leak  and  that  neither  ice 
nor  water  could  get  out  over  the  top  or  under  the  cover. 

^^'hile  waiting  for  this  experiment,  we  tried  breathing  upon  a  pane  of 
glass  and  upon  tin.  Then  I  poured  a  few  drops  of  benzine,  a  few  of  alcohol, 
and  a  few  of  water  upon  a  pane  of  glass.  The  children  watched  it  dis- 
appear. They  admitted  that  it  went  into  the  air,  and  when  it  was  there 
we  could  not  see  it.     I  now  gave  the  term,  "vapor." 

Miss  Peugh  repeated  the  same  experiment,  applying  heat  from  an  alco- 
hol lamp.  The  children  saw  how  much  more  quickly  the  liquids  disap- 
peared when  more  heat  was  used. 

As  the  water  had  collected  in  large  drops  on  the  tin  can,  we  turned  our 
attention  to  it.  By  this  time  nearly  all  the  children  were  satisfied  that  the 
water  had  been  in  the  air  as  vapor  and  the  cold  can  had  brought  it  back  to 
water  again. 

The  point  about  something  cold  being  necessary  to  bring  it  back  should 
be  emphasized.  The  word  "condense  "  may  be  given  here,  as  the  children 
will  find  it  used  in  their  geographies. 

I  asked  for  instances  of  water  collecting  under  various  conditions,  and 
the  children  spoke  of  the  windows  at  night  when  it  was  cold  outside  and 
warm  inside,  of  dew  upon  the  grass,  of  drops  of  water  on  the  outside  of  a 
water  pitcher  containing  ice  water,  and  of  seeing  their  breath  on  a  very 
cold  day. 

At  recess  time  I  had  set  up  a  piece  of  apparatus  to  represent  rain  forma- 
tion. This  consisted  of  an  alcohol  lamp  over  which  was  a  flask  half  filled 
with  water.  Leading  from  a  flask  through  a  rubber  stopper  was  a  bent 
tube,  as  in  Fig.  29.  A  cloth  wet  in  ice 
water  was  wrapped  around  the  center  of 
the  tube. 

By  this  time  the  water  drops  were  fall- 
ing from  the  end  of  the  tube,  so  I  called 
attention  to  it  and  asked  them  to  tell  what 
made  the  vapor  from  the  water  come  back 
in  drops. 

The  children  had  no  difficulty  in  telling 
how  the  heat  from  the  lamp  changed  the 
water  into  vapor,  which  was  turned  again 
into  water  l)y  the  cold  cloth.  W'lien  the 
question  was  asked,  "Where  out  of  doors 
have  you  seen  the  vapor  coming  back  in 
drops?"  a  perfect  chorus  of  ''rain"  was  the  result. 

"Now  this  table  where  the  apparatus  is,  represents  the  Amazon  X'alley. 
What  makes  it  rain  here?"  Several  raised  their  hands  immediately  to 
explain.     All  could  see  tliat  the  lamp  was  the  sun,  the  water  in   the  flask 

(98) 


the  Amazon  River,  or  the  ocean,  but  the  cold  cloth  was  a  mystery.  The 
question  naturally  arose  in  the  children's  minds,  "  What  is  there  cold 
about  so  warm  a  place  as  the  Amazon  Valley?"  I  brought  in  the  instance 
of  men  going  up  in  a  balloon  and  their  experiences  with  the  cold,  also  of 
climbing  mountains,  and  then  they  saw  what  the  cold  cloth  represented. 

I  then  had  several  go  to  the  board  and  draw  the  apparatus,  naming,  as 
they  went,  the  particular  feature  for  which  each  part  stood. 

"  But  I  should  think  it  would  rain  only  over  the  Amazon  River,"  said 
one  boy.  "Oh,  no;  the  winds  blow  the  clouds,"  some  suggested.  "But 
which  way  do  the  winds  blow?  And  what  makes  them  blow  in  South 
America?" 

The  discussion  on  winds  that  followed  brought  out  from  the  majority  of 
the  class  the  opinion  that  winds  "  come  from  the  ocean  and  go  into  the 
land."  They  agreed  that  this  might  be  reversed,  "the  wind  coming  from 
the  mountains  and  going  into  the  ocean."  They  also  thought  that  the 
wind  is  made  of  air  and  that  it  brings  clouds.  Some  child  volunteered  that 
out  in  the  ocean  near  this  part  of  South  America  there  was  no  wind,  but  a 
calm.  The  child  had  learned  this  from  reading  a  story  in  his  descriptive 
geography  of  a  sailboat  that  got  into  this  belt  of  calms  and  had  a  hard 
time  getting  to  land.  Here  I  told  them  that  the  belt  of  calms  extended  even 
over  the  land,  and  that  we  would  find  out  why. 

"What  did  we  find  out  about  the  temperature  of  the  Amazon  region? 
What  about  the  temperature  of  the  air  above  such  a  place?  Now  let  us  see 
what  the  air  over  this  heated  place  is  doing.  We  will  let  this  stove  be  the 
Amazon  region.  How  shall  we  tell  what  is  happening  to  the  air?"  "Hold 
a  piece  of  paper  over  the  stove,  or  a  feather,"  were  the  suggestions.  Each 
was  tried,  but  nothing  happened.  So  I  produced  a  Chinese  punk,  lighted 
it,  and  held  it  over  the  stove.  "  What  is  the  air  doing?  How  can  you  tell? 
What  is  the  air  doing  around  the  stove?"  A  child  held  the  punk  six  inches 
from  the  stove,  and  the  class  saw  the  smoke  move  toward  the  stove,  then 
upward.  "If  you  were  in  a  place  where  the  air  was  moving  up,  could  you 
feel  it?"  The  cla,ss  argued  this  awhile,  then  thought  not.  I  told  them  that 
this  was  just  what  happened  in  the  Amazon  Valley.  It  is  very  warm  there, 
so  the  air  is  heated  and  moves  upward  The  air  around  moves  toward  the 
heated  part  and  then  upward.  Where  it  is  moving  upward  the  wind  can 
not  be  felt,  and  we  call  it  a  calm.  Where  it  is  moving  toward  the  heated 
portion  we  can  feel  a  wind.  "  Now  let  us  see  what  happens  in  the  Amazon 
Valley  to  that  air  which  is  moving  upward.  Think  again  of  the  warm  water 
that  is  in  the  flask."  The  children  told  how  it  was  condensed  by  the  cold 
cloth  and  fell  down  in  drops.  "  When  the  warm,  moist  air  gets  up  very 
high  over  the  valley,  will  it  remain  warm?  What  will  cool  it?  Then  what 
would  you  expect  in  the  Amazon  region?"  I  told  the  children  that  the  sun 
often  rises  in  a  cloudless  sky  ;  that  as  the  sun  grows  warmer  the  damp  air 
rises;  it  reaches  a  colder  region,  then  clouds  appear,  and  soon  there  is  rain. 
When  evening  comes  and  it  is  cooler,  evaporation  takes  place  much  more 
slowly,  the  clouds  disappear  and  the  stars  shine, out  bright.  The  next 
morning  is  as  clear  as  the  first. 

(99) 


OTHER  REGIONS  OF  SOUTH  AMERICA. 

Let  us  find  out  now  what  is  happening  to  the  air  in  the  other  parts  of 
the  room.  We  held  the  punk  first  at  the  lower  part  of  the  open  window, 
then  at  the  upper;  then  we  did  the  same  at  the  open  door.  In  both  cases 
the  smoke  blew  into  the  room  below  and  went  out  above.  I  developed  the 
fact  that  the  air  out  of  doors  and  also  in  the  hall  was  colder  than  that  near 
the  stove.  The  class  now  decided  that  the  cold  air  which  came  in  from  the 
outside  was  warmed,  then  moved  upward  and  out  at  the  top  of  the  window 
or  door.  "Why  is  it  that  the  heated  air  rises?"  brought  no  response.  "Try 
an  experiment,"  they  said.  So  I  took  a  five-gallon  tin  oil-can  and  tied  a 
rubber  balloon  from  a  whistle  over  the  end.  (A  paper  bag  would  answer 
as  well.)  Then  I  put  the  can  on  the  stove  with  the  balloon  up.  The  balloon 
soon  swelled  out,  and  the  children  agreed  that  the  air  was  spreading  out  in 
the  can  and  would  do  the  same  if  the  balloon  were  not  there.  They  seemed 
to  appreciate  the  fact  that  the  cold  air  coming  in  pushed  up  this  expanded 
lighter  air.  They  were  then  ready  to  apply  this  to  the  circulation  of  the 
air  in  the  Andes  region.  The  colder  place  from  which  the  air  came  was 
located  near  the  poles.  They  saw  that  the  air  moves  from  two  directions 
toward  the  Amazon  Valley,  pushes  up  the  warm  air  and  returns  toward  the 
poles,  just  as  it  had  gone  out  at  the  upper  part  of  the  window  and  door. 
"  What  direction  would  you  expect  the  winds  to  blow?"  All  thought  from 
the  north  on  one  side  of  the  Amazon  Valley  and  from  the  south  on  the  other 
side.  When  told  that  the  winds  came  from  the  northeast  and  the  southeast, 
they  were  quite  puzzled  and  did  not  offer  a  reason  for  it.     A  circular  board 


Fiii.  30. 
Disc  illustrating  the  effects  of  rotation  on  the  direction  of  the  wind. 

with  a  nail  driven  through  the  center,  so  that  the  disc  would  rotate  when 
the  nail  was  placed  through  a  hole  in  a  block,  was  now  produced. 

This  was  to  represent  the  earth.  The  difficulty  in  imagining  this  flat 
board  to  be  the  earth  was  overcome  by  comparing  the  apparatus  to  half  of 
a  rubber  ball  flattened  out.  The  curved  edge  represented  the  equatorial 
region  of  South  America;  the  center,  the  north  pole.  An  inked  marble 
illustrated  the  wind.  The  disc  being  still,  the  inked  marble  was  started  to 
the  edge.  It  went  in  a  straight  line.  "But  the  earth  does  not  stand  still, 
it  moves,"  said  one.  A  discussion  followed  as  to  which  way  the  disc  should 
rotate.  This  being  settled,  one  child  rotated  the  disc  while  I  started  the 
wind.  Several  trials  brought  the  same  result;  the  marble  rolled  in  a  curved 
line,  reaching  the  outside  edge  in  the  opposite  direction  from  that  in  which 
the  disc  was  moving. 

"From  what  direction  would  you  expect  these  winds  to  come  if  you  were 
in  the  Orinoco  Valley?     Why?"     I  had  to  repeat  the  experiment  with  the 

(I'M)) 


center  representing  the  south  pole,  to  show  that  the  winds  south  of  the  belt 
of  calms  came  from  the  southeast. 

"Now  we  have  winds  blowing  from  the  northeast  and  the  southeast. 
What  must  they  pass  over  before  reaching  South  America?  What  did  we 
find  happened  when  wind  blew  across  the  water?  Will  there  be  much  or 
little  evaporated?  How  do  you  know?"  Here  I  had  to  recall  the  experi- 
ments on  evaporation,  comparing  the  effect  of  using  heat  from  a  lamp  and 
the  heat  of  the  sun.  "Now  we  will  think  of  these  warm  winds  full  of 
moisture  blowing  from  the  ocean  toward  South  America."  I  took  the 
northeast  trade  wind  first.  The  children  saw  that  it  would  strike  the  coast 
and  soon  reach  the  mountains  along  the  northern  border.  I  then  developed 
the  fact  that  the  wind  must  ascend  these  mountains  and  in  so  doing  would 
come  into  a  colder  region,  where  some  moisture  would  be  condensed  and  fall 
as  rain.  Now  they  traced  it  down  the  southern  slope  and  across  the 
Orinoco  plains.  Would  it  bring  rain  or  drouth?  ''Drouth"  they  agreed, 
for  it  was  very  warm  there,  with  nothing  cool  to  condense  the  moisture. 
Finally  it  reached  the  Andes  Mountains.  ''  Now  what  will  happen?"  The 
rain  problem  had  become  easy  by  this  time  and  every  hand  was  up. 

I  took  up  the  southeast  trade  in  the  same  way.  This  was  much  easier 
for  the  children.  I  had  one  of  the  class  take  a  pointer  to  represent  the 
wind,  pass  to  the  map,  and  show  us  what  would  happen.  He  started  with 
the  pointer  across  the  ocean,  reached  the  Brazilian  Highlands,  where  the 
class  helped  him  out.  They  explained  how  the  air  ascended,  became  cooler, 
the  moisture  condensed  and  fell  as  rain  on  the  eastern  slope.  Then  the 
pointer  passed  down  on  the  western  side.  "  Wet  weather  or  dry  weather?" 
I  asked.  "Dry,"  came  the  answer.  It  took,  even  now,  two  or  three  trials 
to  tell  why.  Then  he  passed  it  on  to  the  Andes  Mountains  and  told  by 
himself  of  the  heavy  rainfall. 

"Now  what  will  happen  on  the  western  side  of  the  Andes?"  Some 
thought  that  the  wind  could  not  get  over  the  mountains.  Others  that  if  it 
did,  all  the  moisture  would  be  gone.  One  bright  boy  said,  "  Well,  it  doesn't 
matter,  for  there  wouldn't  be  anything  colder  than  the  top  of  the  Andes 
Mountains  to  take  the  moisture  out  of  the  air."  Though  all  were  satisfied 
that  they  knew  why  it  did  not  rain  on  the  western  side,  I  pointed  out  that 
on  the  west  side  the  northeast  or  southeast  trade  would  follow  the  line  of 
the  mountains  and  would  not  need  to  ascend,  so  no  rain  would  fall. 

"  Why  do  they  have  that  wet  season  part  of  the  year  on  the  Orinoco 
plains?"  In  my  grade  (fifth)  I  told  them,  without  giving  any  reason,  that 
in  summer  time  the  winds  all  moved  north,  so  that  the  belt  of  calms  is  very 
nearly  over  the  Orinoco  Valley;  while  in  winter  they  moved  south,  giving 
the  valley  of  the  La  Plata  its  season  of  rain. 

In  the  southern  part  of  South  America  there  is  a  rainy  western  slope 
and  a  desert  on  the  eastern  side.  This  puzzled  my  class  at  first.  From 
what  they  had  learned  they  saw  that  the  wind  must  come  from  the  west. 
"  Why?" 

I  went  back  again  to  the  warm  stove  and  the  punk.  The  children  again 
thought  of  the  stove  as  the  heat  of  the  Amazon  Valley.     They  saw  the 

(101) 


smoke  rise,  then  followed  it  over  to  the  upper  part  of  the  door,  where  the 
air  moved  the  smoke  out  into  the  next  room,  "What  happens  to  it  there?" 
"It  might  drop  down  and  then  come  back  in  again."  Now  I  told  them  that 
the  same  thing  happened  in  South  America.  By  the  time  the  air  they  found 
rising  in  the  Amazon  region  had  reached  Patagonia,  it  had  cooled  and 
descended  to  the  surface.  "But  why  did  it  come  from  the  west?"  The 
rotation  of  the  earth  was  given  as  a  reason,  but  the  children  did  not  all 
agree,  as  rotation  caused  the  trade  winds  to  go  in  the  opposite  direction 
from  the  movement  of  the  earth  from  the  northeast  and  southeast.  "  Which 
way,"  I  asked,  "  were  the  trade  winds  going?"  "  Toward  the  equator,"  they 
said.  "Which  wa}^  are  these  winds  blowing?"  "Toward  the  poles." 
"  Would  that  make  any  difference?"  Many  said,  "  Yes,"  others  asked  for 
the  circular  board  and  the  marble  to  try  the  experiment  again.  The  bell 
rang  for  recess.  So  I  gave  them  the 
apparatus,  with  instructions  to  roll  the 
ball  toward  the  center  and  to  report 
next  lesson.  They  were  all  satisfied 
next  day  that  the  rotation  of  the  ^' 
earth  gave  the  winds  their  direction. 
I  gave  the  name  "  anti-trade "  or 
"westerly  prevailing"  to  this  wind, 
and  the  children  explained  how  it 
ascended  the  Andes  Mountains,  cooled, 
and  the  vapor  was  condensed,  giving 
rainfall  to  the  western  slopes;  but 
being  robbed  of  its  moisture  as  it 
crossed  mountains  it  descended  as  a 
dry  wind  upon  the  plains  of  Patagonia. 
The  next  step  was  making  a  rain 
map.  I  drew  on  the  board  an  outline 
map  of  South  America,  and  had  the 
children  locate  the  different  areas  we 
had  been  studying.  "  Point  out  the 
places  where  there  is  excessive  rain- 
fall." 1  filled  this  in  heavy  with  the 
broad  side  of  the  crayon.  "Where  is  it  heavy?"  This  I  filled  in  with 
checks.  "  Where  is  there  little  or  no  rain?"  I  represented  this  simply  by 
inclosing  it  with  a  line,  leaving  the  space  without  lines.  Then  I  explained 
that  the  other  areas  had  moderate  rainfall,  and  filled  that  in  with  standing 
lines  /  /  /  /.  The  class  looked  at  the  map  and  gave  causes  for  the 
varying  amounts  of  rainfall.  Then  I  erased  the  map,  and  they  passed  to 
the  board,  drawing  from  memory.  The  n^'xt  day  I  gave  each  child  an  out- 
line map,  which  lie  filled  in  as  I  had  done  the  day  before,  writing  out  the 
reasons  for  heavy,  light,  or  no  rainfall. 


Little  or  no 
rainfaU. 


Fig.  31. 
Showing  the  average  rainfall  in  South  America. 


(102) 


EROSION. 

The  class  were  having  a  lesson  on  rubber  production  in  the  Amazon 
Valley.  They  found  from  their  reading  that  for  a  season  during  the  year 
the  men  could  not  work,  as  the  river  overflowed,  leaving  the  water  deep  on 
the  rubber  plantation,  I  thought  it  a  good  place  to  introduce  the  subject 
of  erosion.  "Does  the  land  look  the  same  when  the  water  is  gone?"  I 
asked.  Some  said  it  was  very  wet,  others  thought  that  besides  it  would  be 
covered  with  a  layer  of  mud.  (They  had  learned  about  the  overflow  of  the 
Nile.)  "Where  did  this  mud  come  from?''  "From  the  mountains."  "Are 
the  mountains  made  up  of  mud?"  This  led  to  a  very  lively  discussion. 
Some  thought  there  was  plenty  of  soil  in  the  mountains  ready  to  be  washed 
down  by  the  rain.  Another  had  been  on  Mount  Tamalpais,  and  reasoning 
from  his  observations  said  there  was  only  a  little  soil  on  the  top  of  mountains 
and  that  in  many  places  rocks  came  out.  Then  I  had  them  think  of  places 
where  hills  had  been  cut  through;  all  the  hands  went  up,  for  there  is  a  place 
near  the  school  house  where  constant  blasting  and  load  after  load  of  rock 
testify  to  a  little  soil  on  the  surface  and  much  rock  below.  Then  they 
thought  of  other  cuts  in  the  city,  where  the  rock  had  to  be  blasted  out  to 
make  roads;  of  one  place  where  a  new  gas  pipe  is  being  laid  in  solid  rock; 
of  a  quarry  where  rock  is  obtained  for  the  street,  and  many  other  cases 
where,  only  a  short  distance  below  the  surface,  rock  and  not  soil  is  to  be 
found. 

I  showed  them  some  pictures  from  the  Yosemite  of  a  huge  pile  of  rock, 
as  high  as  ten  "Call"  buildings  one  on  top  of  the  other;  of  the  Colorado 
River,  with  its  perpendicular  walls  of  rock;  and  then  of  the  Andes.  We 
had  only  a  few  pictures  that  showed  well;  some  pictures  of  goat-hunting 
there  and  of  pack  trains  going  to  the  mines.  They  then  added  a  little  from 
their  reading,  to  show  the  rocky  condition  of  the  mountains.  I  tried  to 
bring  out  that  under  the  soil  there  is  a  rocky  foundation;  that  in  the  valleys 
the  soil  is  deep  in  many  places;  but  that  high  up  in  the  mountains  there  is 
little  soil  and  whole  mountains  of  rock. 

I  came  back  to  my  first  question,  "  Where  does  the  soil  that  the  river 
brings  down  come  from?  "  "Something  must  break  up  the  rocks,"  said  one. 
"  Not  snow  nor  anything  else  could  break  up  so  much  hard,  hard  rock," 
said  another  positively. 

Here  I  brought  in  a  new  brick.  "  Isn't  this  hard?"  I  asked.  "Yes,  but 
not  so  hard  as  rock."  "Will  it  ever  crumble  away?"  "Yes,  if  you  leave 
it  long  enough."  Here  they  told  of  old  brick  buildings  that  were  decaying; 
finally  stone  buildings  were  mentioned,  and  the  children  agreed  that  they 
had  heard  of  their  crumbling  away.  "  Now  what  makes  them  decay?"  No 
answer  came.  I  took  from  an  obscure  part  of  my  desk  a  piece  of  rusty 
iron.  I  allowed  the  children  to  bend  it,  and  to  scratch  ofif  pieces,  and  was 
delighted  when  a  piece  broke  off  as  one  was  handling  it.  I  appeared  sur- 
prised and  said,  "You  must  have  bent  it  very  hard."  "Oh,  no,  I  did  not. 
It  broke  very  easily."  Then  they  saw  how  easily  this  piece  broke  in  com- 
parison with  a  new  piece  of  similar  size  which  they  had  tried.     They  talked 

(103) 


of  tin  cans  rusting,  and  of  iron  rusting;  until  one  boy  for  whom  this  piece 
of  rusty  iron  had  no  charms  said,  "But  what  has  that  to  do  with  moun- 
tains being  broken  to  pieces?"  I  told  them  now,  that  in  the  same  way  that 
tin  or  iron,  exposed  to  the  air,  rusted  to  pieces,  so  rock  would  also  crumble, 
but  that  it  did  so  very  slowly. 

"But  if  rocks  do  break  up,  they  don't  make  soil,  just  gravel,"  one  boy 
said.  This  was  the  hardest  part  for  the  children  to  see.  I  brought  in  a 
great  many  kinds  of  rock  to  show  them  that  some  were  very  hard,  some 
very  soft,  and  others  between  these  two.  We  took  some  granite  and  saw  that 
this  was  made  up  of  three  different  kinds  of  material.  With  a  file  they 
found  part  to  be  very  hard,  and  part  soft.  I  had  them  pound  up 
some  of  each  kind.  After  a  very  noisy  ten  minutes,  we  summed  up 
what  we  had  learned.  Most  of  the  soft  rock  (it  was  feldspar  that  I  obtained 
from  the  Mining  Bureau,  Ferry  Building,  foot  of  Market  street,  San  Fran- 
cisco) when  pounded  up  resembled  the  modeling  clay  they  use,  and  was 
recognized  as  such  by  the  children;  the  particles  of  the  hardest  rock,  quartz, 
even  when  ground  very  fine  with  a  mortar  and  pestle,  had  sharp  angles, 
and  the  children  immediately  pronounced  it  "  sand."  The  granite  made  part 
sand  and  part  clay.  They  were  just  beginning  to  realize  the  significance  of 
the  whole  thing  when  a  boy  said,  "Oh,  yes;  they  drop  pieces  of  that  rock 
across  the  street  out  of  their  wagons,  then  the  other  wagons  run  over  it  and 
makes  the  street  terribly  dusty."  "And  what  happens  when  it  rains?"  I 
asked.  "  Mud,'"  they  said,  all  together.  I  asked  them  to  bring  in  any  kind 
of  rock  they  could  and  pound  it  up  to  see  what  kind  of  soil  it  would  make. 
I  took  a  few  minutes  the  next  day  to  look  at  it  with  the  children. 

Our  next  problem  was:  "  What  besides  weathering  helps  to  tear  the 
mountains  down?"  Rain,  and  snow,  and  ice,  were  suggested.  To  show 
them  the  force  of  ice  in  breaking  apart  the  rocks,  I  took  a  bottle,  filled  it 
full  of  water  and  drove  a  cork  in  firmly,  being  careful  that  the  bottle  was 
full  and  that  no  bubbles  of  air  were  at  the  top.  Then  I  sealed  in  the  cork 
with  ordinary  sealing  wax  and  packed  it  away  in  ice  and  salt.  Before  the 
hour  was  over,  a  big  pop  brought  us  to  the  can  where  our  bottle  was.  We 
found  the  bottle  broken  and  a  piece  of  ice  the  exact  shape  as  a  result.  The 
children  were  quite  puzzled,  for  they  liad  learned  in  some  of  their  experi- 
ments that  cold  contracts  water  and  that  heat  expands  it.  Here  cold  had 
expanded  the  water.  I  told  them  that  down  to  a  certain  degree  cold  did 
contract  water,  but  after  that  it  expanded  it.  I  spoke  of  the  great 
crevices  in  the  mountains,  of  the  melting  snow  that  filled  these  with  water, 
and  of  freezing  at  night.  Then  the  children  saw  how  great  pieces  might 
be  broken  off. 

Another  agency  that  is  at  work  is  the  alternate  contracting  and  expand- 
ing. To  illustrate  this  I  drove  a  nail  through  a  piece  of  tin,  and  asked  a 
boy  to  hold  the  nail  over  the  flame  a  few  minutes,  then  put  it  through  the 
hole  in  the  tin.  The  nail  would  not  now  go  through  the  hole  it  had  made. 
Finally,  another  boy,  who  thought  he  could  do  almost  anything,  volun- 
teered to  try.  I  held  the  nail  in  the  flame,  meantime,  so  it  would  not  cool. 
This  boy  failed,  too;  so  the  class  decided  that  something  had  made  the  nail 

(104) 


"They  fall." 


grow  larger.  Then  I  put  the  nail  in  cold  water,  and  it  went  through  the 
hole  easily.  Now  I  confronted  them  with,  "  What  do  you  suppose  this  has 
to  do  with  the  mountains?"  Much  to  my  surprise  they  told  me  that  the 
different  parts  that  made  up  the  rocks  expanded  by  day  and  cooled  by 
night.  "And  what  does  this  do?"  They  said  that  the  particles  would  finally 
work  loose  and  thus  help  to  break  up  the  rock. 

"  What  do  you  think  might  happen  after  a  little  soil  was  formed  on  the 
mountain  side?"  This  question  didn't  bring  it,  so  I  asked,  "Are  the  Andes 
mountain  sides  all  bare  rock?"  Then  they  saw  what  I  was  after,  and  told 
me  how  wind  might  carry  seeds,  and  these  sprout  and  grow.  They  spoke  of 
seeing  trees  growing  from  a  crack  in  a  rock.  One  child  told  of  an  experi- 
ment of  the  year  before  in  which  they  placed  a  board  on  top  of  some  planted 
seeds  and  weighted  it  down  little  by  little  until  the  sprouting  seeds  could 
not  move  it.  "What  happened  to  the  leaves  on  the  trees  after  a  time?" 
"And  then  what?"     "They  decay  and  make  new  soil." 

We  summed  up 
all  that  we  had 
learned,  finding 
that  exposure  to 
air,  to  heat  and 
cold,  freezing,  and 
sprouting  seeds  all 
tended  to  break  ofiF 
great  pieces  of  rock. 
"Now  let  us  see 
what  becomes  of  all 
this  rock  that  is 
broken  from  the 
mountains?"  "It 
falls  into  the  rivers 
and  is  carried 
down."  "Down 
where  ?  To  the  ocean?"  "No,  some  of  it  is  in  such  large  pieces  that  they 
just  roll  down  a  little  way."  "  And  what  becomes  of  the  other  pieces?"  A  few 
questions,  and  a  sketch  of  a  river  on  the  board  brought  out  the  real  truth. 
"The  current,  strong  where  the  bed  of  the  river  is  much  inclined,  rolls 
the  rocks  over  and  over  each  other,  dropping  them  when  the  bed  becomes 
level  and  the  current  consequently  weak.  So  the  river  drops  smaller  and 
smaller  ones  as  it  gets  to  leveler  places."  "How  will  these  rocks  look  as 
you  go  along  the  river  bank?  Like  these  I  have?"  I  showed  them  a 
jagged  piece  that  I  brought  from  the  street.  "Larger  or  smaller"  was  the 
only  answer;  but  now  I  showed  them  a  rounded  rock,  worn  perfectly  smooth. 
"What  has  happened  to  this?"  I  said,  as  I  placed  it  beside  the  jagged  one. 
Now  the  children  talked  of  the  rocks  rolling  and  tumbling  over  each  other. 
I  recalled  the  heavy  rains  that  come  often  and  very  suddenly  in  the  Amazon 
Valley,  so  the  children  might  have  a  clear  picture  of  the  rocks  rolling  over 
each  other  and  being  ground  up,  when  the  streams  were  suddenly  filled 
with  water,  (los) 


Fig.  32. 


"What  kind  of  material  is  the  Amazon  carrying  when  it  reaches  the 
country  near  its  mouth?"  "Very  fine,"  they  said,  "and  soft."  The  reason 
was  quite  clear. 

To  illustrate  the  assorting  power  of  water,  I  brought  in  a  glass  tube 
about  two  feet  long,  and  one  inch  in  diameter,  with  a  cork  for  each  end. 
Into  this  I  put  the  granite  they  had  ground  up,  being  careful  that  there 
were  some  pieces  as  large  as  peas,  and  some  as  fine  as  clay.  Then  I  filled 
the  tube  with  water  and  put  in  a  cork.  This  the  children  turned  up  one 
way  and  then  the  other.  No  matter  how  quickly  or  how  slowly  it  was 
turned,  the  largest  pieces  reached  the  bottom  first,  and  the  fine  clay  gradually 
reached  the  top.  The  same  thing  can  be  illustrated  by  a  bottle  of  ordinary 
soil  (not  gravel,  however,  as  the  bottle  is  not  deep  enough  to  let  the  stones 
get  to  the  bottom  first).  Put  in  some  water,  and  shake.  When  it  settles, 
the  fine  clay  will  be  found  in  a  layer  on  top.  I  told  them  that  the  amount 
of  detritus  (a  name  given  to  the  material  brought  down  by  the  river) 
deposited  each  year  was  very  small,  but  that  it  covered  many  acres  of 
ground.  "If  this  tearing  down  of  the  Andes  Mountains  and  carrying  of 
them  down  into  the  Amazon  Valley  keeps  up  steadily  for  millions  of  years, 
how  would  South  America  appear  then?"  The  children  saw  that  the  steady 
march  of  rock  waste  from  the  hills  to  the  sea  would  some  time  lay  the  Andes 
low  and  fill  up  the  valley,  tending  to  make  the  surface  level. 

The  seventh  grade  were  much  interested  in  this  and  asked  many  ques- 
tions about  the  filling  up  of  our  own  valley — how  long  it  had  been  going 
on,  and  how  long  it  would  take. 

They  seemed  so  much  interested  that  I  told  them  a  little  of  the  earth's 
history;  how  once  perhaps  most  of  the  earth's  surface  was  covered  with 
water;  how  the  rocks  above  were  torn  down  and  deposited  in  layers  beneath 
the  water;  how  these  layers  were  often  changed  to  rocks  again,  and  then  by 
some  mighty  force,  which  we  would  learn  about  in  another  lesson,  were  raised 
far  above  the  water  as  a  mountain  range  or  plateau.  Then  the  rains,  the 
freezing,  the  expansion  and  contraction  went  to  work  and  tore  them  down 
once  more,  only  to  be  raised  again  to  the  surface.  This  was  one  of  the  most 
impressive  lessons  we  had.  Layers  of  rock  or  soil,  called  strata,  meant 
much  more  to  them  after  a  trip  to  the  beach  and  to  the  Castro-street  cut, 
where  these  were  pointed  out. 

In  concluding  this  lesson,  I  asked  if  man  could  prevent  in  any  way  the 
tearing  down  of  the  mountains  or  help  it  along?  They  all  thought  it  was 
beyond  his  power,  until  I  asked,  "  How  do  they  keep  the  sand  out  on  the 
blue  car  line  from  being  washed  down  on  the  track?"  The  children  told 
immediately  of  the  grass  growing  there  whose  roots  held  the  soil  in  place. 
They  thought  that  the  forests  helped  to  keep  the  material  from  washing 
down  the  mountains,  and  that  if  the  forests  were  all  cut  down,  the  wearing 
away  process  would  go  on  faster. 

MOUNTAIN  BUILDING. 
This  lesson  followed  immediately  after  the  one  on  erosion.     "  Do  you 
think  that  the  Andes  Mountains  have  always  looked  as  they   do  to-day?" 
"  They  were  higher.     The  streams  have  washed  some  of  the  rocks  down  into 


the  valley,"  said  the  children.  "  Do  you  suppose  there  ever  was  a  time 
when  the  Andes  Mountains  were  not  there?"  The  children  shook  their 
heads  and  looked  expectant,  so  I  began:  A  long  time  ago  this  earth  was 
not  so  cool  as  it  is  now.  In  fact,  it  was  so  very  warm  that  had  any  one 
lived  here,  his  feet  would  have  been  badly  burned  standing  on  it.  "  What 
makes  people  think  so,  seeing  there  was  no  one  here  to  tell  us  about  it?" 
No  answer.  "Have  any  of  you  ever  been  up  in  Sonoma  County  to  the 
Springs?"  "Yes."  "What  comes  from  them?"  "Hot  water."  "Where 
does  the  water  come  from?  How  did  it  get  warm?"  "Perhaps  it  is  still 
warm  down  in  the  earth,"  some  one  suggested.  "There  are  the  geysers  in 
Colorado  They  throw  great  streams  of  boiling  hot  water,"  said  another. 
"There  are  other  things  that  throw  out  hot  material  from  the  inside  of  the 
earth.  Whatare  they?  "  "I  know,  volcanoes."  "  There  are  volcanoes  in  the 
Andes  Mountains,  too."  "  Yes,  but  tell  me  what  the  volcanoes  throw  out  and 
where  they  get  it?  "  Here  the  children  told  of  gas,  steam,  cinders,  ashes,  and 
lava.  They  had  all  heard  of  the  Martinique  disaster  and  were  ready  with 
information.  "What  does  this  show  about  the  interior  of  the  earth?" 
"  That  it  is  still  warm."  "  There  is  one  other  thing  that  shows  that  the 
interior  of  the  earth  is  warmer  than  the  outside;  it  is  mines."  "Oh,  yes; 
miners  do  not  wear  much  clothing,"  "They  have  to  pump  cool  air  down 
to  them,"  "  Sometimes  the  men  can  work  only  a  short  time  because  it  is  so 
warm."     These  were  some  of  the  answers. 

I  told  the  class  that  for  the  first  one  hundred  feet  the  temperature  was 
just  about  the  same,  but  after  that  it  grew  80  degrees  warmer  for  every  mile 
you  descend.  "  Now  who  will  tell  what  makes  people  think  the  earth  was 
once  very  warm?  Where  would  it  cool  first?  Let  us  see  what  will  happen 
if  the  outside  crust  is  cold  and  the  inside  begins  to  cool.  Here  is  a  nail 
that  I  will  heat  for  you.  It  is  hot  like  the  inside  of  the  earth.  I  will  try 
to  put  it  through  this  hole.  Will  it  go?"  "No."  "  Now  it  is  cold.  Will 
it  go  through?"  "Yes.  It  got  smaller."  (They  had  had  this  experiment 
once  before.)  "Just  so  the  inside  of  the  earth  gets  smaller  as  it  cools. 
What  would  there  be  between  the  cool  outside  and  the  smaller  inside?" 

•  "Nothing."  "What  would  hold  up 
the  heavy  outside  earth?"  "  It  would 
fall  in  and  pile  up  in  places,"  said 
one.  "  Did  you  ever  see  an  apple  or 
a  potato  that  had  dried  up  in  the  sun? 
How  did  it  look?"  "All  wrinkled." 
"And  that  is  the  way  the  earth  looked 
after  it  had  lost  some  heat  from  the 
inside."  Here  I  drew  a  diagram  on 
the  board.  "What  would  you  call  one  of  those  wrinkles  in  the  earth?" 
"A  mountain  chain,"  said  one.  "  What  do  you  suppose  happens  here, 
when  one  of  those  folds  was  made?"  "A  terrible  earthquake.  I'd  like 
to  have  been  here,"  "Cracks,  too,  I  think,"  "A  big  noise,"  were  some  of 
the  answers.     "  I  think  so,  too.     But  sometimes  where  one  of  these  breaks 


Fig.  33.  Diagram  repre- 
senting the  contract- 
ing of  the  interior  of 
the  earth  as  it  cools. 


Fig.  34.  Diagram  rep- 
resenting the  wrin- 
kling of  the  exterior 
as  it  fits  itself  to  the 
shrinking  interior. 


(107) 


came,  one  part  slipped  down  on  the  other.  This,  too,  may  have  made  a 
mountain  range." 

"  Would  a  new  mountain  range  appear  rounded  and  smooth,  or  jagged 
and  rough?  What  would  wear  it  down  smooth?'"  "We  learned  about  the 
work  of  water  in  our  last  lesson.  This  is  one  way  we  have  to  tell  whether 
mountains  are  old  or  young." 

"There  is  another  thing  that  helps  sometimes  to  make  mountains, 
especiall}'  mountain  peaks.     We  spoke  of  it  at  the  beginning  of  the  lesson." 


Fig.  35. 

Diagram  representing  a  break  in  the  surface  of  the  earth.    One  side  has 
slipped  down  past  the  other.    A  valley  and  mountain  range  result. 

"Yes,  a  volcano."  "How  does  it  build  up  a  mountain?"  We  did  not  go 
into  detail  here  about  volcanoes,  as  there  is  no  descriptive  reading  for  the 
children  on  volcanoes  in  South  America.  As  there  is  much  written  about 
Vesuvius  and  Mauna  Loa,  the  details  are  much  better  studied  in  connection 
with  Italy  or  the  Sandwich  Islands. 


REFERENCES. 

There  are  almost  no  books  on  the  subject  of  Physical  Geography  that  can 
be  read  with  profit  by  the  children.  Illustrative  experiments  seldom  illus- 
trate if  they  are  read  about,  rather  than  performed,  and  are  at  best  dry 
reading  for  children.  The  best  books  are  not  written  about  any  special 
region,  but  upon  topics  such  as  winds,  glaciers,  etc.,  and  the  application 
made  to  various  regions.  Some  of  these  books  may  be  read  by  an  eighth 
grade. 

Upon  the  special  topics  outlined  in  this  paper  are  the  following  books: 

First  Book  in  Geology,  N.  S.  Shaler  (Heath  &  Co.,  70c.).  A  very  good 
brief  description  of  the  succession  of  physiographic  events  on  the  earth's 
surface,  and  how  we  know  these  events  took  place.  Besides  these  there  are 
articles  on  how  mountains,  valleys,  and  continents  came  to  be;  the  work  of 
water;  winds;  soils.  Tliough  this  is  told  watliout  special  reference  to  South 
America,  yet  the  application  is  easily  made.  It  is  a  good  book  for  every 
teacher  to  have. 

There  are  three  more  books  written  by  N.  S.  Shaler  (D.  Appleton  &  Co.) 
that  treat  each  topic  more  in  detail  than  any  of  the  others  on  this  list.  The 
style  is  interesting,  making  the  books  very  enjoyable  reading. 

(108) 


Outlines  of  the  EartK's  History  ($1.75)  gives  a  good  chapter  on  the  causes 
of  winds,  on  causes  of  rainfall,  erosion,  how  soil  is  made,  volcanoes,  etc. 

Sea  and  Land  (12.50)  treats  only  of  the  work  of  the  ocean  in  tearing 
down  coast  lines,  building  beaches,  etc.     The  illustrations  are  excellent. 

Aspects  of  the  Earth  ($2.50)  covers  a  much  larger  field,  taking  up  the 
agencies  that  are  changing  the  earth's  surface.  The  illustrations  are 
excellent, 

A  very  excellent  book  is  A  Complete  Geography,  Tarr  and  McMurry 
(Macmillan  Co.,  $1.00) — two-book  series.  This  is  the  best  general  refer- 
ence book  for  a  statement  of  the  facts  regarding  climate,  etc.,  with  applica- 
tion to  each  continent.  Rain  maps  are  also  given.  Introductory  Geography 
(60c.),  the  first  book  of  the  series,  gives  in  an  elementary  way  much  that 
can  be  used  in  the  physical  geography  class.  These  are  also  published  in  a 
three-book  series. 

Fairy  Land  of  Science,  by  Arabella  Buckley.  (A.  S.  Burt.  The  Home 
Library  edition.  $1.00.)  This  book  is  written  to  children,  telling  them,  in 
a  rather  fanciful  way,  how  rain  is  formed,  of  the  air  around  them,  of  the 
work  of  water  and  ice  in  building  up  and  tearing  down  the  earth's  surface. 
A  number  of  simple  and  very  interesting  experiments  are  suggested.  It 
can  be  read  by  children  of  the  eighth  grade  and  has  been  enjoyed  by  many 
of  them.     It  is  very  suggestive  to  teachers. 

Another  book  that  the  children  can  read  is  Stories  of  Our  Mother  Earth, 
b}'  Harold  W.  Fairbanks.  (Whitaker  &  Ray  Co.  60c.)  These  are  excel- 
lent descriptions  of  the  processes  which  are  and  have  been  changing  the 
surface  of  the  earth.  The  book  is  written  in  language  simple  enough  to  be 
easily  comprehended  by  the  children.  It  also  is  very  suggestive  to 
teachers. 

There  are  some  Physical  Geographies,  too,  that  are  well  worth  while. 
"W.  M.  Davis  has  one  published  by  Ginn  &  Co.,  entitled  Physical  Geography 
($1.25).  He  has  also  a  newer  one.  Elementary  Physical  Geography  ($1.25), 
that  covers  much  the  same  ground  in  a  simpler  way.  Another  is  Intro- 
duction to  Physical  Geography,  by  G.  K.  Gilbert  and  A.  P.  Brigham.  Red  way 
and  Hinman's  Natural  Advanced  Geography  (Am.  Bk.  Co.,  $1.25)  contains 
excellent  rain  maps. 


(109) 


SAN  FRANCISCO  5TATL  NORMAL  SCHOOL 

BULLLTIN  No.  4  (New  Series) 


A  COUR5L  OF  STUDY 


AND 


TLACHLR5'    MANUAL 


IN 


MAP     GLOGRAPHY 


By  ALLI50N  WARL 

Supervisor  of  the  Teaching  of  Geography,  San  Francisco  State  Normal  School 


5ACRAMLNTO 
W.  W   SHANNON      ...........       Superintendent  of  State  Printing 

1908 


Copyright,  1908, 

By 
Allison  Wabe. 


PREFACE. 

This  BuUetm  is  in  no  sense  a  guide  for  general  work  in  descriptive  and 
physical  geographj^  It  merely  proposes  to  help  teachers  to  get  definite 
results  in  one  phase  of  their  geography  work,  the  teaching  of  geographical 
locations.  It  is  based  on  three  general  propositions :  first,  that  a  knowledge 
of  the  locations  of  a  certain  number  of  well-known  features  is  of  staple 
value  to  its  possessor  and  is  a  proper  objective  for  school  work :  second,  that 
such  a  knowledge  to  be  real  or  useful  must  consist  of  lasting  mental 
pictures,  visualizations  of  the  features  whose  locations  are  to  be  known ;  and, 
third,  that  the  creation  of  such  mental  visualization  in  lasting  form  can 
come  only  through  well-aimed,  carefully  organized  method,  strongly  backed 
by  tested  devices,  and  embodying  the  fundamental  principle  of  systematic 
review. 

The  methods  and  devices  contained  in  the  following  pages  have  all  arisen 
from  actual  class-room  needs,  and  have  been  tested  in  the  Elementary 
Department  of  the  State  Normal  School  at  San  Francisco.  Conmients, 
suggestions,  and  questions  concerning  them  or  in  reference  to  any  other 
aspect  of  the  manual  are  earnestly  in\^ted  from  the  teachers  into  whose 
hands  this  may  fall.  Such  co-operation  will  be  a  real  aid  in  making  this 
work  a  help  to  the  teacher  and  a  means  toward  practical  results,  to  which 
ends  it  has  been  designed. 

Helpful  suggestions  have  been  given  by  Mr.  Frank  Bunker,  Assistant 
Superintendent  of  Schools,  Los  Angeles;  W.  M.  Greenwell,  Deputy  Super- 
intendent of  Schools,  Oakland;  and  Miss  Adelyn  M.  Bricklej',  Assistant 
Supervisor  of  Geography,  San  Francisco  State  Normal  School.  The  general 
ideas  underlying  the  work  were  first  set  forth  in  Bulletin  No.  10.  Part  1, 
written  by  Walter  J.  Kenyon,  and  issued  in  1905  by  this  school.  The  plan 
of  the  following  works  and  many  details  of  treatment  have  been  adopted 
from  that  Bulletin.  Therefore,  without  at  all  incurring  responsibility  for 
such  defects  as  may  be  found  herein,  Mr.  Kenyon  should  be  given  a  large 
share  of  whatever  credit  this  manual  may  deserve. 


SUMMARY  OF  CONTENTS. 


Pages. 

THE  NEED  OF  SYSTEMATIC  WORK  IN  GEOGRAPHY 5-9 

A  PLAN  FOR  THE   WORK 10-13 

COURSE   IN  MAP  GEOGRAPHY 14-45 

^      The  Meaning  of  Maps  and  Map  Symbols 14-15 

The  Earth  as  a  Whole  (first  time  over) 15-19 

North  America  (first  time  over) 19-25 

Outline  Map  Sketching 19-20 

Pronunciation  of  Names 20 

Visualizing   Locations 20-21 

Drill  in  Visualization  of  Locations 21-22 

The  Test. .  .* 22-23 

The  Review 23-24 

Exercises  foe  Seat  Work 24-25 

South  America  (first  time  over) 25-26 

Africa   ( first  time  over) 26-27 

Australia  and  Pacific  Islands   (first  time  over) 27-2S 

Asia    (first  time  over) 29-30 

Europe  (first  time  over) 30-31 

United  States  (first  time  over) 31-33 

California   (first  time  over) 33-34 

The  Earth  as  a  Whole  (second  time  over) 34-36 

North  4merica  (second  time  over) 36-37 

South  America   (second  time  over) 37-3S 

Africa   (second  time  over) 3S-39 

Australia  and  Pacific  Islands  (second  time  over) .39 

Asia   (second  time  over) 39-40 

Europe   (second  time  over) 40-41 

United  States  (second  time  over) 41-43 

California   (second  time  over) 43-45 

REVIEW  WORK  FOR  THE  SIXTH,  SEVENTH,  AND  EIGHTH  GRADES  46-52 


A  COURSE  Of  STUDY  IN  MAP  GEOGRAPHY. 


THE  NEED  EOR  SYSTEMATIC  WORK  IN  MAP  GEOGRAPHY. 


Two  sorts  of  results  should  flow  from  a  well-taught  course  in  geography : 
First,  the  pupil  should  gain  clear  visual  images  of  the  location,  relative 
position,  and  shape  of  a  considerable  number  of  geographical  features; 
second,  he  should  be  given  certain  broad  and  intelligent  appreciations  of 
certain  regions  of  the  earth,  aspects  of  nature,  and  affairs  of  men.  Under 
the  first  subdivision  would  fall  the  map  visualization,  common  to  us  all, 
of  the  Sahara  Desert  in  its  proper  location  in  northern  Africa.  Under  the 
second  classification  would  fall  that  general  idea  of  the  Sahara  which  we 
all  have  when  the  name  is  left  to  the  freedom  of  our  mental  fancy :  a  vast 
waste,  parched,  sandj^,  sometimes  rugged,  oftener  a  plain;  visited  by  sand 
storms ;  here  and  there  relieved  by  oases ;  the  wide  home  of  swarthy  and 
warlike  nomad  tribes ;  overpassed  with  difficulty  by  caravans  of  camels ;  a 
region  of  mystery  and  strange  adventure  and  thrilling  story.  To  ask  which 
of  the  conceptions  of  the  Sahara, — the  visual  picture  of  it  in  its  geograph- 
ical locations,  or  the  more  broadly  cultural  conception  of  it  with  all  its 
typical  associations, — is  the  more  important,  is  a  vain  inquiry.  Both  of 
them  are  fundamental  to  common  intelligence  on  the  stibject.  And  the 
fact  that  the  cultural  conception  is  the  one  more  pleasing  to  the  fancy,  more 
filled  with  thought-starting  and  picturesque  details,  and  more  stimulating 
to  our  emotions  does  not  prove  by  any  means  that  it  is  the  more  commonly 
employed  by  us  in  meeting  the  knowledge  standards  of  ordinary  intelligent 
intercourse.  The  staid  and  drab-toned  visualization  that  we  have  of  the 
Sahara  as  a  somewhat  definite  area  located  just  so  in  its  relations  to  Africa 
and  the  world  at  large  may  prove  our  most  useful  conception  of  the  region. 

Since  both  are  necessary  to  sound  educational  adjustment  to  the  demands 
of  intelligent  living,  there  is  little  to  be  gained  by  asking  whether  the 
knowledge  of  commonly  known  locations  or  the  cultural  grasp  of  such  areas 
and  conditions  as  stand  amid  rich  associations  in  the  minds  of  educated 
people  is  the  more  important  end  of  geography  teaching.  One  must  know 
definitely  where  the  City  of  New  York  is  located  in  order  to  pass  the  world's 
examination  in  elementary  geography ;  and  the  same  examination  demands 
that  we  should  know  that  city  as  a  great  seaport  metropolis,  with  its  miles 
of  ship-lined  docks,  its  hundreds  of  great  vessels  in  the  stream,  its  roaring 
streets,  cliff-like  buildings,  and  enormous  urban  and  suburban  traffic.  That 
teaching  is  defective  which  fails  to  give  the  pupil  a  clear  mental  picture  of 
its  location,  or  a  rich,  real  conception  of  the  city  in  its  commonly  known 
aspects. 

(5) 


There  are  about  two  hundred  and  fifty  geographical  locations  which  everj* 
American  must  know  in  order  to  pass  muster  among  people  of  good  intelli- 
gence. And  to  these  must  be  added  for  us  about  fifty  California  locations 
with  which  a  Californian  is  expected  to  be  familiar.  At  the  present  time 
our  grammar  school  graduates  are  seriously  deficient  in  this  knowledge. 
They  are  left  to  scrape  an  awkward  acquaintance  with  the  location  of 
Manila  and  Brazil  and  Japan  under  the  embarrassing  and  painful 
instruction  of  the  world.  Some  years  ago  a  high  school  graduate  presented 
himself  for  examination  before  the  authorities  of  a  California  university 
for  entrance  credit  in  Greek  history.  He  passed  an  excellent  examination. 
Dates,  names,  analysis  of  periods,  discussion  of  trends  of  events  were 
vouclisafed  by  him  without  hesitation.  Finally,  at  the  end  of  the  inquisi- 
tion.— it  was  an  oral  test. — he  was  asked.  "And  where  is  Greece?'"  The 
spell  of  his  fluency  was  broken ;  for.  after  considerable  hesitation  and 
easting  about,  he  admitted  that  he  didn't  know  for  sure,  but  thought  that 
it  was  in  Africa !  There  was  a  fatal  weakness  in  this  knowledge  tliat  was 
so  full  on  the  subject  of  classic  tradition  and  Hellenic  culture,  and  the 
names,  dates,  and  details  of  military  and  political  events.  This  weakness, 
the  absence  of  clear  visualization  of  locations  and  map  relations,  is  found 
by  observation  and  test  to  be  a  characteristic  of  most  of  our  common  school 
work  in  geography-. 

It  does  not  behoove  us.  therefore,  to  worry  about  whether  a  visual 
knowledge  of  locations  is  more  or  less  important  than  a  knowledge  of 
characteristics.  One  might  as  well  join  in  the  stirring  old  high  school 
debate  on  the  subject,  "Which  is  the  more  useful  to  man.  plants  or 
animals?"*  or  stop  to  discuss  which  is  of  more  necessity  to  life,  fresh  air  or 
frash  water.  But  it  is  of  very  vital  interest  for  us  to  a.sk  ourselves  how 
it  comes  about  that  the  knowledge  of  map  locations  is  so  deficient  in  our 
school  graduates  of  the  present  day,  and  to  lay  plans  for  remedying  that 
deficiency. 

At  the  present  time  there  are  several  obstacles  in  our  school  work  to  the 
attainment  of  good  results  in  map  geography.  The  main  difficulty  seems 
to  be  that  we  have  been  substituting  word  answers  for  visual  impressions. 
For  years  children  have  been  saying  something  to  the  effect  that  "the 
Amazon  River  rises  in  the  Andes  ^fountains,  flows  east  through  the  central 
part  of  South  America,  and  empties  into  the  Atlantic  Ocean."  No  proof 
has  been  required  of  whether  or  not  the  pupil  mentally  saw  \hv  i-ivcr  in 
its  course,  or  saw  the  mojintains,  or  even  saw  the  continent.  The  naked 
phrase  has  been  taken  for  actual  knowledge.  The  real  knowledge  l)eliind  it, 
if  haply  there  be  any.  lies  in  the  mental  picture  of  the  outline  of  South 
America,  the  Andes  ^Mountains  in  their  proper  place,  and  the  black  line  of 
thf  river  as  it  traces  its  way  to  the  ocean.  This  mental  picture  of  the 
Amazon  on  the  maj).  with  a  l)ackgronnd  of  ideas  in  the  liirlit  of  which  map 
8yinl)ols  are  to  l)e  interpreted,  is  the  vital  part  of  any  sound  knowledge  of 
the  location  of  that  river.  And  so  it  is  with  any  other  feature.  It  is  easy 
for  the  reader  to  test  this  in  his  own  case.  Think  for  a  moment  of  the 
location  of  the  Isthmus  of  Suez.     At  once  the  memory  recalls  a  visual  map 

(6) 


picture  of  the  northeastern  part  of  Africa  and  the  southeastern  part  of 
Asia,  of  the  Red  Sea  and  the  Mediterranean;  and  it  is  easy  to  revive  at 
will  the  general  outline  of  the  whole  eastern  hemisphere  and  to  see  the 
istlunus  in  its  wider  relations.  A  similar  visualization  is  experienced  if 
the  location  of  the  Dardanelles,  London,  Greenland,  Cape  Horn,  or  any 
other  well-known  feature  is  thought  of.  Such  mental  pictures  are  the 
foundation  of  anj^  real  knowledge  that  one  may  have  of  locations. 

To  illustrate,  suppose  one  tries  to  get  a  knowledge  of  location  from  the 
following:  The  Pelter  River  rises  in  the  highlands  of  Arding  and  flows 
south  through  the  east-central  region  of  Saldacia  into  the  Gulf  of  ]\latalay. 
Or.  Robinson  Peak  is  in  the  Hercules  range,  and  is  located  in  the  northeast 
corner  of  Eutopia.  In  each  case  there  is  nothing  more  than  a  hollow  shell 
of  meaningless  words ;  the  vital  content,  a  mental  visualization  of  the  thing 
to  be  located  and  its  map  relations,  is  lacking.  ]\Iap  questions  such  as  these 
are  as  futile  in  trying  to  give  real  knowledge  of  locations,  as  it  would  be  to 
try  to  describe  the  diiference  between  red  and  blue  to  one  born  blind. 

Some  one  will  doubtless  say,  "Xo  one  nowadays  thinks  of  teaching  a 
geography  location  in  mere  words.  The  pupil  is  always  required  to  look 
the  feature  up  on  the  map.  and  thus  receives  a  visual  impression.  Then 
the  expression  of  the  location  in  words  recalls  the  impression  and  is  a  means 
of  testing  its  accuracy."  In  this  commonly  used  method  lies  most  of  the 
responsibility  for  the  lack  of  clear  knowledge  of  locations  now  displayed  by 
the  graduates  of  our  grammar  schools.  Suppose  the  first  impression  of  the 
location  of  Chicago  has  been  secured  from  the  map ;  is  there  an^i:hing  in 
that  process  that  will  stamp  its  relations  to  surrounding  features  in  an 
indelible  outline  in  the  pupil's  mind?  Under  the  stress  of  oral  and  written 
questioning  he  falls  into  the  word  phrase  of  the  text :  ' '  Chicago  is  situated 
on  the  southwestern  end  of  Lake  Michigan  in  Illinois."  The  first  faint 
visual  impression  made  by  his  glancing  at  the  map  of  the  Middle  States 
(which,  by  the  way,  does  not  show  the  location  of  Chicago  as  it  should  by  all 
means  be  shown,  in  relation  with  the  principal  features  of  the  whole  United 
States)  is  never  renewed,  and  a  verbal  scrap  soon  becomes  a  substitute  for 
it.  That  is,  it  would  become  a  substitute  for  it  if  it  had  a  chance  to  live  in 
the  pupil's  mind.  Nine  times  out  of  ten  it  is  not  reviewed  and  barely 
endures  in  memory  over  night  or  until  the  final  examination  is  over. 

This  touches  the  bottom  of  the  whole  trouble.  All  our  map  locations,  as 
in  the  case  of  the  location  of  Chicago,  have  become  merely  incidental  to  the 
work  of  a  busy  lesson  in  descriptive  geography.  One  or  two  pupils  may 
have  been  active  in  finding  the  place  of  some  feature  on  the  map,  and  by 
some  special  good  fortune  its  location  may  possibly  be  referred  to  once  more 
somewhere.  But  there  is  no  hope  in  the  absence  of  emphasis  and  drill  and 
test  and  review  that  such  incidental,  hit-or-miss  map  work  will  give  either 
a  memory  ^dsualization  or  even  a  lasting  word  knowledge  of  location.  ]\Iap 
geography  can  not  be  taught  incidentally  and  retained  accidentally.  It 
requires,  in  order  that  it  may  be  strong,  lasting,  and  visual,  not  one,  but 
many  glances  at  each  feature  in  its  map  relations,  and  not  one.  but  many 
sj'stematic  reviews  of  the  mental  picture  already  established.     It  requires, 

(7) 


in  short,  what  every  other  product  of  education  demands  for  its  attainment, 
H  conscious  and  deliberate  effort  to  secure  it  through  the  use  of  an  adequate 
method.  Upon  these  premises,  which  are  simply  the  elementary  facts  of 
the  case,  the  course  of  study  in  map  geography  that  follows  has  been  based. 

Some  of  the  characteristics  of  this  'course  should  be  discussed.  In  the 
first  place  it  proposes  that  every  pupil, — not  merely  the  brighter  and 
quicker  ones,— should  be  required  to  form  a  clear  mental  map  picture  of 
fill  the  large  land  and  water  masses  of  the  earth.  Later,  the  locations  of 
such  specific  features  of  both  political  and  physical  geography  as  intelligent 
people  are  called  upon  to  know  are  required  to  be  similarly  visualized.  Each 
visualization  is  to  be  made  permanent  by  adequate  drills,  thorough  test,  and 
regularh-  recurring  reviews. 

There  are  several  reasons  why  this  work  should  be  taken  up  as  a  sj^stem- 
atized  and  orderly  branch  of  the  general  course  in  geography.  In  the  first 
place,  it  is  the  only  way  of  making  certain,  in  the  long  run,  that  the  map 
geography  will  be  thoroughly  taught.  The  theory  at  the  present  time  is 
that  map  locations  are  to  be  taught  and  fixed  when  the  features  are  taken 
up  in  the  descriptive  work,  when  the  pupil's  mind  is  active  toward  the 
places  to  be  located.  It  sounds  weU  as  a  theory ;  but  after  mam-  years  of 
its  application  in  school  practice  no  one  will  be  found  to  say  that  the  map 
work  has  been  or  is  productive  of  satisfactory  results.  And  it  is  the  fault 
of  the  theory,  not  the  teacher.  To  give  the  location  of  Vesuvius  the  drill 
necessary  to  establish  it  as  a  clear,  permanent  visualization  in  its  map 
relations  at  the  time  the  class  is  studying  it  as  a  volcano  would  demand  an 
interrupted  treatment  of  the  physical  and  descriptive  geography  of  Italy, 
and  the  expenditure  of  time  and  energy  upon  the  location  of  Vesuvius 
wholly  out  of  proportion  to  the  result  to  be  obtained, — that  single  visualiza- 
tion. The  map  geography  of  twenty  features  of  Europe  could  be  thoroughly 
taught,  if  they  are  all  taught  at  one  time,  in  one  quarter  the  time  that 
would  be  required  to  give  a  vivid,  lasting  visualization  of  the  twenty  if 
each  were  taken  up  separately  and  at  intervals.  It  is  this  time  saving  by 
means  of  specially  organized  work  in  map  geography  that  makes  it  possible 
to  teach  it  thoroughly  in  the  time  available  for  it  in  the  crowded  school 
course. 

Moreover,  the  work  in  map  locations,  once  done  and  well  rememliered  by 
the  class,  gives  the  teacher  a  great  advantage  in  presenting  the  descriptive 
topics.  Each  area  or  place  comas  to  the  pupil  as  something  definitely 
situated  and  with  definite  space  relations  to  neighboring  places.  These  space 
relations  must  be  known  and  appreciated  as  a  necessary  foundation  for 
understanding  much  of  the  physical  geography,  a  very  consideral)Ie  part 
of  political  geography,  and  practically  all  of  commercial  geography.  To 
stop  and  sui>ply  the  ne(M}Ssary  visualizalions  of  ninj)  rehitions  as  each 
feature  comes  up  in  descriptive  geography  would  entail  a  serious  loss  of 
time  and  an  interruption  in  the  serjuence  of  the  work  in  hand.  It  would 
be  as  improvident  as  for  a  carpenter  who  is  sliingling  the  roof  to  climb 
down  from  the  ridge-pole  to  get  each  nail  as  lie  needed  it. 

By  grouping  the  map  geography  work  into  a  clear-cul  course  it  is  possible 

(S) 


to  provide  reviews  that  will  be  systematic  enough  to  insure  the  permanence 
of  the  mental  pictures  of  locations  gained  by  the  class,  and  this  without 
waste  of  time.  Repetition  and  recall  are  still  the  only  ways  under  the 
sun  by  which  original  impressions  of  isolated  facts  may  be  deepened  and 
their  permanence  assured ;  and  without  drill  and  review  all  hope  of  lasting 
good  from  the  work  done  in  map  geography  is  vain. 

Finally,  it  would  seem  to  be  evident  that  any  end  in  geography  worth 
attaining  is  worth  a  serious  systematic  effort  aimed  toward  its  attainment. 
Such  an  end  is  the  building  up  of  strong  visual  images  of  map  locations. 
If  we  set  out  in  earnest  to  do  this  piece  of  work  it  can  be  done.  But  if.  on 
the  other  hand,  we  propose  to  continue  to  let  map  geography  depend  on 
the  crumbs  that  fall  from  the  teaching  of  physical  and  descriptive 
geography,  then  in  simple  fairness  we  had  better  admit  without  more  ado 
that  we  do  not  claim  to  give  to  children  any  real  or  permanent  knowledge 
of  the  location  of  those  features  whose  space  relations  the  world  will  demand 
of  them  to  know. 


(D) 


A  PLAN  fOR  THE  WORK. 


The  regular  work  of  the  course  in  map  geography  as  planned  in  the 
following  pages  requires  two  periods  per  week  throughout  two  years.  In 
city  schools  each  period  should  be  from  thirty  to  forty  minutes  in  length  so 
as  to  provide  for  silent  section  seat  work  and  class  recitation  work,  each  of 
fifteen  or  twenty  minutes'  duration.  Opportunity  for  the  division  of  large 
classes  into  two  sections  is  thus  given,  one  section  to  be  busy  with  seat  work 
while  the  other  is  engaged  in  class  exercises.  A  plan  for  such  division  is  pro- 
posed on  page  15.  and  seat  work  for  the  silent  section  is  suggested  through- 
out the  course  and  on  pages  24-25.  In  ungraded  schools,  where  periods 
for  recitation  are  necessarily  much  shorter  than  in  city  schools,  class  recita- 
tion work  in  map  geography  may  be  well  done  during  two  fifteen-minute 
periods  per  week.  *Xot  less  than  two  fifteen-minute  periods  of  seat  work  in 
map  geography  should  .supplement  this  recitation  work.  (See  pages  24-25 
for  suggestions  as  to  seat  work.)  Under  all  circumstances  the  descriptive 
geography  work  should  make  its  own  progress  along  its  own  lines  as  laid 
down  in  the  course  of  study,  and  can  be  cared  for  in  the  remaining  time 
allotted  to  the  work  in  geography.  At  the  completion  of  the  regular  course 
in  map  Avork  (usually  at  the  end  of  the  fifth  year)  a  system  of  cumulative 
reviews  is  arranged  to  continue  throughout  the  remaining  years  of  the 
grammar  school  course. 

The  two-year  map  geography  coarse  is  planned  to  l)egin  with  the  lowest 
grade  in  which  geography  is  taught.  This  means  that  in  most  of  our  schools 
it  should  be  commenced  with  the  fourth  grade.  This  early  start  is  valuable 
because  of  the  importance  of  having  map  locations  M^ell  visualized  before 
the  features  so  treated  are  taken  up  in  the  descriptive  geography.  If  the 
class  acquires  clear  impressions  of  locations  during  the  first  years  of  their 
geography  work,  the  teacher  wall  in  the  long  run  more  than  save  the  time 
spent  in  developing  them  because  of  the  increased  grasp  and  intelligence 
that  they  give  the  pupils  in  the  descriptive  and  physical  geography  to 
follow.  IVIoreover,  children  as  young  as  those  of  our  fourth  and  fifth  grades 
quickh-  acquire  the  visual  images  of  map  relations  which  are  the  object  of 
the  course,  and  the  game  element  so  prominent  in  the  drill  exercises  of  this 
work  makes  a  strong  appeal  to  them. 

The  fir.st  step  in  the  work  shoidd  be  a  clear  interpretation  to  the  class 
of  the  meaning  of  maps  and  map  symbols.  The  pupils  must  be  brought 
to  see  l)ehind  the  printed  ))utt'  and  gi'een,  the  black  lines  and  dots,  and  to 

*Tlif'  ingenious  teacher  in  a  rural  school  will  find  no  difficulty  in  arransing  so  that 
sevcnil  classes  may  bo  comliinod  in  this  map  y;<'ot:rai)hy  work.  This  will  rciiuirc  that  tho 
order  of  the  topics  iio  rcffist  lo  suit  foiidilions.  Care  must  ho  taken  in  sikIi  :i  comijination 
of  classes  jest  some  piiiiils  miss  f)r  unduly  repeat  certain  parls  of  llie  woi'k. 


realize  that  mountains  and  valleys,  rivers  and  cities  are  the  realities 
involved  in  their  work.  A  slight  modification  of  Chapter  XI  of  the  State 
Series  Introductory  Geography  will  be  found  adequate  for  this  purpose. 
It  should  be  remembered  that  anything  like  a  full  realization  of  the  meaning 
of  map  characters  is  not  to  be  expected  until  the  descriptive  work  is  done. 
Even  then  experience  and  travel  and  mature  associations  are  necessary  to 
round  out  the  conceptions.  The  purpose  of  the  course  in  map  geography 
is  to  give  a  series  of  strong,  correct,  and  lasting  mental  map  pictures  or 
certain  features  in  their  principal  relations,  with  a  background  of  ideas 
whereby  the  map  symbols  may  be  interpreted.  But  a  full  knowledge  of 
the  realities  symbolized  in  the  map  images  must  be  largely  a  growth  from 
further  school  work  and  life  experiences. 

Ease  in  passing  from  the  mercator  to  the  polyconic  projection  is  to  be 
specially  dealt  with  in  the  first  map  work  where  the  earth  as  a  Avhole  is 
taken  up.  Here  the  pupil  passes  from  the  globe  to  the  peeled  surface  of 
the  globe  as  shown  on  the  maps  of  the  two  hemispheres,  and  then  to  the 
mercator  map  of  the  world.  The  outline  maps  of  the  various  continents 
taken  up  in  the  course  should  all  be  based  on  the  polyconic  projection. 
This  is  the  standard  projection  for  ordinary  reference  maps,  and  we  are, 
therefore,  more  familiar  with  the  shape  and  position  of  areas  as  shown 
upon  it.  The  text  maps  of  the  continents,  referred  to  in  the  following 
pages,  are  of  this  type. 

The  outline  map  sketching  prescribed  w'hen  each  new  unit  is  taken  up 
is  of  the  first  value  and  deserves  more  than  a  passing  mention.  Its  principal 
result  is  that  it  gives  the  pupil  a  clear-cut  mental  picture  of  the  outlines 
of  the  various  continents  by  forcing  him  to  depend  upon  his  memorj^  of 
what  each  outline  is  like  rather  than  upon  its  representation  on  the  text  map, 
or  on  the  map  hanging  against  the  wall.  In  order  to  sketch  a  fair  outline 
of  North  America  without  recourse  to  any  model  the  pupil  must  have 
acquired  a  mental  model.  Besides,  this  sketching  practice  adds  to  the 
visual  image  a  motor  image  which  is  of  substantial  value  in  deepening  and 
making  permanent  the  impressions  received  through  the  eyes.  In  this 
work  mechanical  devices  and  outline  frameworks  are  undesirable  aids.  It 
is  not  a  perfect  map  that  is  to  be  sought,  but  rather  a  clear  mental  impres- 
sion of  the  general  configuration  of  the  outline.  Such  an  impression  to 
be  worth  while  must  consist  in  a  clear  visualization  of  the  area  itself  and 
not  in  the  remembrance  of  certain  drawing  rules  and  construction  lines. 
Such  rules  and  lines  render  unnecessary  the  clear  visualization  of  the 
outline  and  in  part  usurp  its  place.  A  point  later  mentioned,  but  of  such 
importance  as  to  merit  emphasis  here,  is  that  the  model  outlines  and  the 
outlines  sketched  by  the  pupils  should  not  be  crowded  with  a  perplexing 
host  of  minor  sinuosities.  The  characteristic  features  alone  are  to  be 
included.  On  the  other  hand,  the  lines  should  never  be  stiff  and  rigid, 
(save  where  properlj'  following  some  parallel  or  meridian,)  but  should 
have  the  yielding  irregularity  of  any  coast  line  or  river. 

All  the  drill  and  testing  should  be  done  on  maps  void  of  the  names  of 
the    features.      Otherwise,    in    making    locations    the    pupil    will    find    it 

(11) 


impossible  to  keep  his  eye  from  searching  for  the  name  printed  on  the  map, 
whereas  he  should  be  searching  his  mental  picture  of  the  map  for  the  exact 
position  desired.  It  will  be  hard  to  get  a  pupil  to  depend  on  his  mental 
vision  of  St.  Louis  in  its  proper  place  on  the  map  of  the  United  States 
while  locating  that  city  on  a  lettered  map.  Of  course,  when  first  learning 
the  location  of  a  place  the  pupil  may  very  properly  have  recourse  to  a  map 
with  names  upon  it.  This  is  provided  for  in  the  following  first  location 
exercises  in  which  the  text-book  maps  are  to  be  used.  But  after  the  first 
visual  impression  is  gained,  the  work  proceeds  to  deepen  and  fix  that 
impression  by  requiring  him  to  make  correct  location  of  the  feature  upon 
a  map  without  names.  In  no  case  should  exercises  systematically  involving 
the  use  of  oral  statements  of  location  and  unaccompanied  by  actual  location 
drill  on  maps  be  permitted  to  occupy  the  class.  Such  oral  statements  are 
not  of  value  in  sharpening  the  visualizations,  and  if  persisted  in  will  result 
in  a  gradual  indifference  to  and  a  final  fading  out  of  the  picture  image. 
The  word  image  will  take  its  place,  as  it  so  often  does  in  our  map  work  at 
the  present  time,  and  the  whole  purpose  of  the  course  will  have  been 
defeated.  It  should  be  remembered  that  any  one  with  a  clear  visual  memory 
of  the  location  of  any  feature. — say  of  the  Xile  River, — will  have  no 
difficulty  in  describing  that  location  in  words.  But  ability  to  describe  a 
location  in  words  does  not  mean  the  ability  to  visualize  it. 

A  natural  c^uestion  is,  "How  will  children  in  the  fourth  and  fifth  grades 
stand  the  constant  formal  drill  involved  in  systematic  work  in  map 
geography?  Will  they  not  become  tired  of  its  monotony?"  The  answer  is, 
There  is  no  reason  for  it  to  be  monotonous :  and  with  an  ordinary  degree 
of  skill  and  care  on  the  teacher's  part  the  pupils  will  maintain  a  keen 
interest  in  it.  Every  teacher  knows  that  children  like  to  do  what  they  can 
do  well.  Tliey  have  a  zest  for  the  piece  of  work  that  they  can  perform 
smoothly  and  with  credit  to  themselves,  and  all  the  work  in  map  geography 
is  of  this  sort.  If  the  course  is  faithfully  taught,  any  child  not  positively 
defective  will  soon  be  in  possession  of  a  considerable  number  of  accurate 
visual  memories  of  many  different  features. — so  many  that  he  will  be 
pleased  and  surprised  at  the  e^ftent  and  sureness  of  his  knowledge.  To  go 
smoothly  and  in  a  few  secornte'^er  an  unlettered  map,  pointing  out  and 
naming  a  score  of  known  featurt^s,  becomes  a  pleasant  reaction  to  the  sense 
of  confidence  and  pride  that  tlie  pupil  has  in  his  abilities.  Besides,  the 
drills  are  not  of  a  single  sort.  Many  forms  of  map  exercises  are  suggested 
in  the  following  course  and  others  quite  as  good  will  dou])tless  suggest 
themselves  to  many  teachers.  Each  of  these  exorcises  has  some  of  the 
(•li;ii-aeteristics  of  a  game,  calling  as  it  does  for  skill,  readiness,  certain 
knowledge,  and  alert  wits.  Each,  moreover,  has  as  its  central  incentive  the 
spur  of  emulation,  of  competition  in  well-doing,  the  standard  being  perfec- 
tion. The  match  may  be  introduced  between  sections  as  a  stimulus  to 
interest,  as  often  as  it  is  needed.  Joint  matflies  between  cla.sses  and  tryonts 
for  sehool  exhibitions  may  be  introduced. 

The  old  objections  to  emulation,  namely,  that  such  an  incentive  stimulates 
those  who  do  not  need   it.  depresses  still  further  those  who  are  already 

(^2) 


behind,  and  arouses  harmful  emotions  in  all,  has  little  force  Avhen  applied 
to  the  method  of  these  locative  drills.  The  emulation  is  not  so  much  between 
pupils  as  between  each  pupil  and  perfection.  Besides,  there  is  no  occasion 
for  poor  pupils  in  this  work.  Any  fourth  or  fifth  grade  child  not  abnor- 
mally below  standard  can  easily  be  perfect.  Test  has  shown  that  where  the 
work  has  been  well  done  a  whole  class  will  review  the  locations  of  the 
features  involved  in  a  unit  without  a  single  error.  If  the  test  made  at  the 
close  of  the  work  of  each  unit  shows  over  one  per  cent  of  error,  the  faulty 
work  should  be  done  over  bj''  those  who  need  it.* 

When  it  is  apparent  to  the  teacher  that  some  of  the  pupils  can  go  faster 
than  the  remainder,  she  should  divide  the  class  into  A  and  B  groups.  Each 
group  can  then  make  progress  according  to  its  ability. 

In  classes  of  over  twenty-five  pupils  division  into  sections  should  be  mad>\ 
even  if  there  is  no  material  difference  in  the  abilities  of  the  children.  This 
will  make  it  possible  for  the  teacher  to  sustain  a  close  interest  and  constant 
activity  on  the  part  of  every  pupil  in  the  work  in  hand.  In  classes  so 
di\'ided,  each  section  will  spend  half  of  the  time  devoted  to  each  period 
of  map  geography  at  some  sort  of  seat  exercise  and  half  the  time  in  class 
recitation  work.  Thus,  during  the  first  twenty  minutes  the  A  section  will 
be  engaged  in  class  recitation  while  the  B  section  has  seat  work,  and  during 
the  last  twenty  minutes  B  section  will  be  reciting  while  A  section  is  silent 
at  seat  exercises. 

The  two  days  on  which  map  geography  is  taught  should  fall  together 
and  should  not  separate  the  three  remaining  days  on  which  the  descriptive 
geography  is  taken  up.  Thus  Monday  and  Tuesday,  or  Thursday  and 
Friday  should  be  given  to  this  course. 

After  the  completion  of  the  regular  two-year  course  in  map  geography, 
(normally  at  the  end  of  the  fifth  year,)  the  work  is  not  to  be  dropped.  Once 
dropped  it  will  be  forgotten.  All  of  us  are  aware  of  masses  of  fact  which 
once  seemed  well  within  the  possession  of  our  memories,  but  which  are  now 
dead  to  all  recall.  If  such  should  be  the  result  of  the  work  in  map 
geography  the  course  will  have  been  a  failure.  It  is  not  the  purpose  of  the 
work  to  give  merely  temporary  visualizations,  but.  rather,  to  equip  the  pupil 
with  a  permanent  stock  of  mental  map  pictures.  To  this  end  orderly, 
systematic  reviews  must  be  kept  up,  not  depending  on  chance  or  inspiration, 
but  folloA\ang  a  regular  scheme.  One  forty-minute  period  every  two  weeks 
throughout  the  remaining  years  of  the  pupil's  school  work  should  be  devoted 
to  review  exercises  in  map  geography.  In  rural  or  ungraded  schools  this 
may  be  made  one  fifteen-minute  period  each  week.  This  systematic  review 
work  wifl  provide  for  a  complete  recall  of  each  of  the  locative  visualizations 
not  less  often  than  twice  each  school  year.  In  no  other  way  can  their 
permanency  in  the  minds  of  the  pupils  be  assured. 

*e.  g.,  Suppose  the  test  contains  thirty-four  locations  and  is  given  to  twenty-one 
pupils.  The  total  of  possible  errors  is  therefore  21  x  34.  or  714.  If  a  total  of  over  seven 
i-rrors,  (that  is  to  say,  over  one  per  cent  of  714.)  is  found  throughout  the  whole  class, 
then  the  work  has  not  been  done  in  a  satisfactory  manner,  and  part  or  all  of  the  class 
should  be  required  to  go  back  and  make  up  deficiencies. 

(13) 


COURSE  IN  MAP  GEOGRAPHY. 


THE  MEANING  OF  MAPS  AND  MAP  SYMBOLS. 

The  first  work  should  be  to  exphiiu  the  meaiiing  of  maps  and  map 
s^Tnbols.  Show  a  large  wall  map  of  California  or  the  United  States  to  the 
class.  Point  out  rivers,  cities,  mountains,  lakes,  and  seas.  Show  how 
.similar  representations  are  used  for  all  of  a  certain  class  of  features.  If 
the  map  used  is  a  political  map,  explain  why  the  different  political  divisions 
have  various  colorings.  If  a  physical  map.  explain  the  uniform  use  of  one 
color  for  highlands  and  another  for  lowlands.  From  this  preliminary  work 
the  class  will  get  some  inkling  of  what  maps  are,  and  what  they  are  about 
to  learn  will  apply  itself  to  the  further  interpretation  of  the  map  that  they 
have  examined. 

Next,  take  up  the  text  explanations.  (State  Series  Introductory 
Geography,  pp.  102-107.)  and  go  through  the  chapter  with  the  class.  It 
will  be  well  to  omit  the  exercises  involving  the  use  of  accurate  and  stated 
scales.  The  main  object  is  to  develop  the  general  notion  that  on  a  small 
map  the  actual  object  is  represented  by  a  very  small  figure ;  and  that  the 
larger  the  area  represented,  the  smaller  relatively  the  representation 
becomes.  This  may  be  shown  by  discussion  of  the  fact  and  by  map-drawing 
exercis&s  based  on  home  surroundings  where  the  reduction  in  scale  'S 
manifest,  even  if  inaccurate.  The  use  of  scales  involving  an  accurate  ratio 
of  reduction  should  be  postponed  until  later.  It  is  too  complex  an  operation 
to  be  profitably  performed  in  the  fourth  grade. 

Maps  of  the  desk  top.  school  room,  school  yard,  home  neighborhood,  and 
other  familiar  areas  should  be  drawn  by  the  pupil.  The  relative  size  and 
position  of  the  map  s%Tnbols  used  in  these  exercises  should  be  discussed  and 
carefully  checked  by  comparison  with  the  real  objects.  Discuss  and 
compare  Figs.  86  and  87  (State  Int.  Geog..  pp.  102-103).  and  Figs.  88 
and  89  {Ihid,  pp.  103-104). 

Actual  directions  and  map  directions  should  be  explained.  Perhaps  the 
pupils  already  know  the  four  points  of  the  compass  of  the  locality  where 
they  live.  If  not.  the  cardiiiiil  direclions  shouM  be  taught.  A  small 
compass  will  be  the  readiest  way  of  locating  the  north.  But  if  no  compass 
is  at  hand  tlie  memory  of  the  location  of  the  Xortli  Star  will  do.  Expand 
and  make  clejii-  ;nid  i iil crest  in-.;  the  pai-agi-aph  on  page  105.  dealing  with  the 
location  of  the  .\ortli  Star.  Illustrate  by  showing  the  relative  positions  of 
the  North  Star  and  Great  Dipper  on  the  hlacklmard.  Then  have  the  class 
stand  and  face  the  north.  Beliind  tliem  is  what  direction?  To  their  right 
hand?     To   their   left    hand?      Have    individuals   point   to   the    north:   the 

n  1 1 


south;  east,  (where  the  sun  rises)  ;  the  west,  (where  the  sun  sets).  Have 
members  of  the  class  point  to  the  north  end  of  the  room ;  the  south  end ; 
the  east  side;  the  west  side.  Have  them  do  the  same  for  the  school  j^ard 
and  town.  Then  ask  such  questions  pertaining  to  well-known  local  objects, 
as,  "In  which  direction  is  Phillips'  farm?"  "The  shoe  factory?"  "The 
Ferrj'  Building?"  etc.  This  done,  let  the  class  mark  the  four  cardinal 
directions  on  the  maps  which  they  have  made  of  desk  top.  school  and  neigh- 
borhood. Here  bring  out  the  idea  that  the  north  side  of  a  map  is  always 
the  farthest  from  the  reader.  Show  that  "up"  and  "down"  on  a  wall 
map  mean  simply  north  and  south,  and  that  the  actual  surface  represented 
in  the  map  is  not  "up  and  down"  (in  the  sense  of  being  vertical^,  but  is 
practically  level;  that  maps  represent  such  fiat  surfaces,  but  that  they  are 
sometimes  hung  up  so  that  people  can  the  better  see  them. 

A  careful  discussion  of  Fig.  91.  p.  107.  should  occupy  a  full  period. 
Have  the  class  turn  to  the  figure  in  their  texts.  Then  discuss  with  them 
the  various  features  shown  in  the  pictures  and  compare  each  with  its  repre- 
sentation on  the  map  to  the  right.  Next,  let  them  turn  to  Fig.  123, 
(opposite  p.  140.)  and  find  the  peninsula  of  Xova  Scotia  on  the  large  map. 
Compare  its  appearance  there  with  its  appearance  on  the  small  map.  Fig.  91. 
Likewise  have  them  locate  New  York  City  and  its  neighborhood  on  the  map 
marked  Fig.  132,  (opposite  p.  149,)  and  compare  its  representation  there 
with  its  appearance  on  the  small  map  in  Fig.  91. 

Finally,  return  to  the  wall  map  with  which  the  work  began  and  have 
the  pupils  answer.  "Ocean;"  "Land;"  "City:"  "River;"  "Lake;" 
"^Mountains;"  etc..  as  you  point  out  one  sort  of  feature  after  another. 


THE  EARTH  AS  A  WHOLE.     (First  time  over.) 
The  Globe. 

Oiject :  To  give  pupils  a  visualization  of  the  shape  of  the  earth:  and  of  the  shape  and 
relative  i>ositnons  of  the  continental  and  ocean  ma.sses. 

1.  Divide  the  class,  if  it  contains  more  than  twenty-five  pupils,  into  two 
sections.  This  will  insure  close  attention  and  more  constant  activity  on  the 
part  of  all  members  of  the  reciting  section.  As  half  the  time  devoted  by 
each  pupil  to  map  geography  will  be  spent  in  silent  seat  work,  this  division 
will  not  reduce  the  amount  of  recitation  work  done  by  each,  but  wiU  mean 
that  one  section  is  to  have  silent  seat  work  while  the  other  is  engaged  in 
class  recitation.  On  the  other  hand,  many  positive  advantages  will  be 
found  to  come  from  the  reduced  size  of  the  sections.  Give  the  silent  section 
for  its  first  seat  work  the  task  of  drawing  maps  of  the  baseball  grounds, 
or  the  fair  grounds,  or  their  home  yards  or  farms.  Or  they  may  be  left  to 
write  lists  of  places  and  things  to  the  north,  east,  south,  and  west  of  their 
position. 

2.  Then  take  up  the  work  with  the  section  that  is  to  be  engaged  in  class 
recitation.  A  word  should  be  said  concerning  the  shape  of  the  earth,  but 
a  full  discussion  of  its  sphericity'  should  be  left  to  the  descriptive  worlv. 

(15) 


Hold  a  globe  in  your  hand  and  have  the  pupils  supplied  with  small  globes. 
A  dozen  such  small  globes  (cost,  $4.50,)  will  supply  a  section  of  twenty- 
four  pupils  by  seating  two  in  a  seat  for  this  exercise.  Be  sure  that  the 
pupils  hold  their  globes  north  pole  end  up.  Then  have  individuals  point 
out  to  the  rest  of  the  class  bodies  of  land  and  water,  rivers,  mountains,  etc. 

3.  Locations.  Point  to  North  America  on  your  globe  and  run  your 
finger  along  its  outline.  Call  its  name  and  write  it  on  the  blackboard. 
Have  the  children  find  it  on  their  globes  and  run  their  fingers  around  its 
outline.  Have  the'  section  call  the  name,  softly  in  chorus,  as  you  point  to 
North  America.  Have  them  point  to  North  America  on  their  globes  as  you 
give  the  name.  Treat  South  America,  Africa,  Europe,  Asia,  and  Australia, 
and  the  oceans, — the  Arctic.  Pacific,  Atlantic,  Indian,  and  Antarctic. — in 
the  same  way. 

4.  Drill,  (a)  Have  individuals  stand  in  turn  and  point  out  on  their 
globes  the  various  continents  and  oceans  as  you  speak  their  names. 

(&)  Have  individuals  call  the  correct  names  as  you  point  to  the  different 
continents  and  oceans.  In  case  of  error  made  by  any  pupil,  the  one  who 
detects  it  is  entitled  to  continue  the  recitation.  Each  pupil  should  be  called 
upon  in  this  work,  and  each  should  have  the  whole  list  of  locations  to  make 
or  names  to  answer  while  he  is  on  his  feet.  It  is  a  waste  of  time  to  call 
upon  a  pupil  to  arise  and  utter  a  single  word  or  point  to  a  single  location 
and  then  sit  down. 

5.  Test.     Same  as  Sec.  4. 

6.  Globe  Directions.  In  order  to  get  a  starting  point  for  determining 
direction,  mark  the  spot  where  we  live  on  your  globe  with  a  piece  of  chalk. 
and  have  the  pupils  do  the  same  on  theirs.  Then  ask,  "In  what  continent 
do  we  live?"  "Draw  your  finger  eastward  on  your  globe."  Do  so  on 
your  own  globe  and  see  that  the  children  follow  the  action  on  theirs.  In 
like  manner, — 

"Draw  5'our  finger  westward." 

"Draw  your  finger  northward  and  locate  the  North  Pole."" 

' '  Draw  your  finger  southward  and  locate  the  South  Pole. ' ' 

"What  ocean  is  east  of  North  America?"     "What  ocean  west?" 

"What  ocean  east  of  South  America?"    "What  ocean  west?" 

"What  ocean  north  of  North  America?" 

"What  ocean  south  of  South  America?" 

"What  ocean  is  north  of  Europe?"    "What  ocean  is  west  of  Europe?" 

"What  continent  is  south  of  Europe?" 

' '  What  ocean  is  west  of  Africa  ? "    "  South  ? "     "  East " " 

"What  continent  is  east  of  Europe?" 

"What  ofcan  is  north  of  Asia?"     "East?"     "South?" 

7.  Drh.l  in  Oloue  Directions.  ]\c])t;it  S(»c.  (5.  reversing  each  question, 
thus:  "What, continents  are  west  of  the  Athmtic  Ocean?"     "What  conti- 


nents  are  east  of  the  Pacific  Ocean?"     And  so  on  for  the  rest  of  the 
questions. 

Drill  on  the  exercises  contained  in  Sees.  6  and  7  until  the  members  of  the 
class  can  answer  all  the  questions  without  looking  at  their  globes. 

8.  Test.  After  sufficient  drill,  have  the  pupils  during  their  next  period 
for  map  geography  seat  work,  (while  the  other  section  is  reciting.)  copy 
the  following  from  the  board,  filling  in  the  missing  words : 

1.  and are  west  of  the  Atlantic  Ocean. 

2.  and are  east  of  the  Atlantic  Ocean. 

3.  and are  east  of  the  Pacific  Ocean. 

4.  and are  west  of  the  Pacific  Ocean. 

5.  The  continents  of , •  and are  south  of  the  Arctic  Ocean. 

6.  The  continents  of  , and  are  north  of  the  Antarctic 

Ocean. 

7.  The and Oceans  are  south  of  the  Arctic  Ocean. 

8.  The , and Oceans  are  north  of  the  Antarctic  Ocean. 

9.  is  west  of  the  Indian  Ocean. 

10.  is  north  of  the  Indian  Ocean. 

11.  Australia  is  between  the and  the Oceans. 

12.  is  east  of  the  Indian  Ocean. 

In  order  that  the  names  of  the  continents  and  oceans  mar  be  correctly 
spelled  it  is  necessary  for  the  teacher  to  have  them  plainly  written  on  the 
blackboard  or  on  a  black  paper  chart,  and  the  class  should  be  earnestly 
cautioned  to  look  up  the  spelling  of  each  name  before  writing  it.  It  will 
be  well  to  have  the  names  arranged  alphabetically  so  as  to  aid  the  pupils 
in  finding,  without  loss  of  time,  the  correct  spelling  of  each  word.    Thus : 

1.  Africa.  7.  Europe. 

2.  Antarctic  Ocean.  8.  Indian  Ocean. 

3.  Arctic  Ocean.  9.  North  America. 

4.  Asia.  10.  Pacific  Ocean. 

5.  Atlantic  Ocean.  11.  South  America. 

6.  Australia. 

If  care  is  taken  to  see  that  the  pupils  do  actually  consult  the  correct 
spelling  thus  displayed  before  them  while  they  are  writing,  the  habit  will 
soon  be  fixed  and  it  will  be  easy  to  prevent  mistakes. 


The  Hemisphere  Maps. 

Object:  To  secure  visualization  by  the  pupils  of  the  flat  hemisphere  maps,  and  of  the 
continental  masses  and  oceans  in  their  general  shape,  relative  positions,  and  direction 
from  one  another. 

9.  Locations.  Have  the  section  turn  to  the  maps  of  the  hemispheres. 
Fig.  119  in  the  State  Introductory  Geography.  Ask  the  following  questions, 
calling  on  individuals  to  answer: — 

1.  ""What  continents  are  in  the  "Western  Hemisphere?'* 

2.  "What  continents  are  in  the  Eastern  Hemisphere?'" 
2— BUI,.  4  (17) 


3.  "What  ocean  is  entirely  in  the  Eastern  Hemisphere?" 

4.  ' '  What  oceans  are  partly  in  both  hemispheres  ? " 

5.  "Point  out  the  North  Pole  on  the  Eastern  Hemisphere." 

6.  ' '  On  the  Western  Hemisphere. ' ' 

7.  "Point  out  the  South  Pole  on  the  Eastern  Hemisphere." 

8.  ' '  On  the  Western  Hemisphere. ' ' 

10.  Drills.  Hang  against  the  board  an  outline  map  of  the  hemispheres 
drawn  with  chalk  on  black  paper.* 

(a)  Then  point  out  the  continents  and  oceans  in  rapid  succession  and 
have  the  class  answer  softly  in  chorus  the  name  of  each  as  it  is  pointed  out. 

(6)  Call  a  pupil  to  the  map.  Have  him  point  to  each  feature  as  you 
briskly  run  over  the  names  of  the  continents  and  oceans.  In  case  of  error, 
the  pupil  detecting  it  takes  up  the  recitation.  Here,  as  in  all  other  exercises 
where  pupils  pass  to  the  map,  the  most  scrupulous  care  must  be  taken  to 
keep  them  out  of  the  line  of  vision  of  the  rest  of  the  class.  A  few  days  of 
system  and  insistence  will  give  the  members  of  the  class  sound  habits  as 
to  their  posture  and  position  when  standing  at  the  map,  and  will  pay  a  big 
dividend  in  all  the  w^ork  that  follows. 

(c)  Call  up  two  pupils  and  repeat  (&). 

(d)  Call  on  a  pupil  to  stand  and  name  all  the  features  in  turn  as  you 
point  them  out.     In  case  of  error,  the  pupil  noting  it  gets  the  recitation. 

(e)  Repeat  (d),  letting  a  pupil  take  your  place  to  do  the  pointing  out. 
Insist  on  rapidity  and  snap  in  the  pupil-teacher's  work. 

(/)  Have  the  alphabetical  list  of  the  features  Avritten  beside  the  map. 
Then  call  on  pupils  to  pass  to  the  map.  point  to  and  pronounce  the  name 
of  each  feature,  and  locate  each  in  turn.  This  exercise  is  especially  useful 
in  that  it  combines  the  pronunciation  of  the  name  and  the  location  of  the 
feature. 

(g)  Line  up  the  section  along  the  blackboard.  Then  point  on  the  outline 
map  to  each  continent,  ocean  and  map  direction,  and  let  the  pupils  in 
rotation  give  the  name  as  each  feature  is  pointed  out.  When  a  pupil  makes 
a  correct  answer,  he  turns  and  makes  a  score  mark  in  his  favor  on  the 
board  at  his  back.  If  he  misses,  do  not  send  him  to  his  seat ;  simply  pass 
the  question  on.  At  the  end  of  the  exercise,  those  with  perfect  scores  win. 
If  the  previous  reviews  have  been  well  done,  all  should  win. 

11.  'I'kst.     Same  as  exercise  (h),  in  Sec.  10  alM)ve. 

*The  black  imper  referred  to  is  tailor's  pattern  pai)er.  If  possible,  the  teacher  should 
get  the  school  to  supply  her  with  about  ten  yanls  of  it.  This  ainouiit  will  1m'  sufficient 
for  the  nine  outline  maps  which  the  eoui-se  in  map  >jeop:rai)hy  nniuires.  But  in  the  event 
of  the  failure  of  the  school  to  supply  the  jiaper  it  will  pay  the  teacher  to  get  it  herself. 
as  it  cost*  only  I'/j  cents  a  yard  and  its  use  will  save  her  much  duplication  of  work.  If 
handled  carefully  to  prevent  smudcing  these  chalk  outlines  may  be  used  for  all  necessary 
review  work  and  for  successive  clnsses  as  well.  Whr>n  not  in  use  they  should  be  kept 
rolled  on  sticks,  or,  better  still,  should  be  tacked  on  regular  map  sticks.  If  the  outline 
is  put  on  in  white  or  cream  water  color  it  will  last  indefinitely,  and  will  prove  a  very 
useful  part  of  the  teacher's  outfit  all  of  the  time. 


The  Mercator  Map  of  the  World. 

Object:  To  give  a  visualization  of  the  mercator  projection  of  the  world  and  an  under- 
standing of  the  relation  of  positions  and  sizes  of  masses  upon  it  to  their  positions  and 
sizes  on  the  hemisphere  maps  and  the  globe. 

12.  Characteristics  of  the  Mercator  Projection.  Have  the  pupils 
turn  to  the  mercator  map,  Fig.  120,  opposite  page  137  in  the  Introductory 
State  Text.  Explain  that  this  is  a  sailor  map.  It  was  first  made,  by  a  man 
who  called  himself  Mercator,  and  was  to  help  sea-captains  find  their 
positions  and  trace  their  voyages.  In  it  the  northern  lands  are  too  large. 
Compare  Greenland  with  South  America  as  shown  on  the  mercator  and  on 
the  hemisphere  maps.  Compare  the  arctic  lands  as  shown  on  the  mercator 
map  with  the  same  areas  shown  in  their  true  proportion  on  the  globe. 
Bring  out  the  fact,  by  reference  to  the  globe,  that  the  places  shown  at  the 
eastern  and  western  edges  of  the  mercator  map  of  the  world  are  really  side 
by  side;  that  the  map  represents  the  earth's  surface  peeled  off  and  then 
stretched  out  at  the  north  and  south  until  it  is  flat  and  square  cornered. 

13.  Locations.  Have  the  class  find  and  point  to  each  continent  and 
ocean  as  it  is  called  out. 

14.  Drill  in  Directions.  "With  the  mercator  map  of  the  text-book 
before  them,  ask  the  class  the  questions  found  in  Sees.  6  and  7.  Then  have 
them  close  their  books  and  answer  the  same  questions,  depending  on  their 
mental  pictures  of  the  map. 

15.  Test.     Apply  Sec.  8. 

NORTH  AMERICA.    (First  time  over.) 

16.  Outline  M^vp  Sketching.  The"  class  is  first  stationed  at  the  black- 
board in  easy  sight  of  a  model  outline  map  of  the  continent  of  North 
America.  This  outline  should  be  in  chalk  on  black  paper  or  on  the 
blackboard.  (See  footnote,  p.  18.)  It  should  be  drawn  to  the  scale  that 
it  is  desired  of  the  class  4:0  use.  The  outline  should  be  heavily  drawn  and 
should  not  attempt  to  include  more  than  the  general  contour  of  the  coast 
line.  ]Minor  irregularities  will  serve  to  confuse  and  to  take  the  attention 
from  the  more  important  and  more  characteristic  features. 

The  teacher  should  call  the  attention  of  the  class  to  the  various  features 
that  are  brought  out  and  to  the  heavy  white  stroke  used.  Then  the  follow- 
ing points  should  be  offered  the  pupils  as  suggestive  hints  to  aid  them  in 
their  sketching: — 

1.  That  Hudson  Bay  is  due  north  of  the  Gulf  of  ^Mexico. 

2.  That  the  mouth  of  the  St.  Lawrence  River  is  due  east  of  Puget  Sound. 

3.  That  Alaska  has  four  prominent  peninsulas  jutting  out  toward  the 
northwest ;  and  that  a  line  passed  through  the  extremities  of  these 
peninsulas  is  almost  straight  and  takes  a  northeasterly  and  southwesterly 
direction. 

4.  That  Chesapeake  Bay  is  approximately  east  of  San  Francisco  Bay. 

5.  That  Lower  California  extends  north  and  south  of  the  latitude  of 
Florida.  ( in ) 


6.  That  the  general  trend  of  the  northern  coast  is  in  a  northwesterly  and 
southeasterly  direction. 

These  outline  points  will  be  very  much  clearer  when  explained  in  simple 
terms  with  the  map  in  the  presence  of  the  children.  The  object  is  not  to 
fill  their  minds  with  word  wisdom  concerning  the  outline,  but  to  call 
attention  to  some  of  the  most  significant  characteristics  of  the  outline  in 
such  a  way  as  to  emphasize  and  deepen  the  visual  impression  received  by 
the  class. 

After  the  pupils  have  had  a  good  look  at  the  model,  have  them  face  the 
board  and  draw  in  one  minute  as  good  an  outline  of  the  continent  as  they 
can.  During  this  part  of  the  exercise  they  should  not  be  permitted  to  look 
at  the  outline,  as  such  a  practice  will  tend  to  place  their  dependence  upon 
the  model  rather  than  upon  their  mental  image  of  it.  The  safest  thing  to 
do  is  to  cover  or  remove  the  model.  During  the  minute  in  which  the  pupils 
are  busy  drawing,  pass  from  one  to  another,  giving  such  hints  as  may  be 
needed.  When  the  prescribed  time  is  up,  send  the  class  to  their  seats  and 
go  briskly  from  map  to  map  pointing  out  the  best  features  of  the  work 
done  and  indicating  the  most  serious  errors. 

This  exercise  should  precede  each  map  geography  lesson  until  every 
member  of  the  class  can  sketch  a  fairly  good  outline  within  the  minute. 

17.  Pronunciation.  The  following  list  of  names,  alphabetically 
arranged  so  that  the  same  list  may  be  used  in  drilling  and  testing  as  to 
locations  in  the  later  work,  should  be  in  view  of  the  class : 

1.  Alaska.  11.  Hudson  Bay. 

2.  Appalachian  ]Mts.  12.  Mexico. 

3.  Arctic  Ocean.  13.  Mississippi  River. 

4.  Atlantic  Ocean.  14.  New  York  City. 

5.  Boston.  15.  Pacific  Ocean. 

6.  Canada.  16.  Rocky  Mts. 

7.  Central  America.  17.  St.  Lawrence  River. 

8.  Chicago.  18.  United  States. 

0.  Great  Lakes.  19.  AVashington  City. 

1  .  Gulf  of  Mexico. 
Point  out  each  name,  pronouncing  it,  and  have  the  class  pronounce  each 
in  turn  softly  in  chorus.  Then  call  on  individual  pupils  to  pronounce  each 
name  as  it  is  pointed  out,  until  every  member  of  the  class  is  able  to  go 
through  the  whole  list  with  ease.  The  names  should  be  written  in  syllables 
so  as  to  aid  the  cla.ss  in  pronouncing  them. 

18.  Locations.  Have  an  unlettered  wall  map  of  North  America  hang- 
ing before  the  class.  Then  direct  the  pupils  to  turn  to  their  text  map  of 
North  America  opposite  page  140  in  the  Introductory  Geography.  The 
teacher  then  reads  the  names  in  the  above  list,  and  as  each  name  is  read 
the  pupils  hunt  for  it  on  the  text  maps  before  tliem.  The- one  whose  hand 
is  first  raised  should  be  permitted  to  pass  to  the  wall  map  and  locate  the 
feature  there.     He  should  pronounce  its  name  clearly  and  correctly  as  he 

(20) 


points  to  it.  In  case  the  class  consume  too  much  time  in  the  effort  to  make 
the  initial  location  upon  their  book  maps,  the  teacher  should  offer  sugges- 
tions that  will  help  in  the  prompt  location. 

As  the  exercise  progresses  and  more  and  more  of  the  features  in  the  list 
have  been  successfully  located,  each  pupil  stepping  to  the  wall  map  should 
be  required  to  locate  not  only  the  feature  that  he  has  just  found  in  his  book, 
but  also  all  the  other  features  previously  pointed  out.  This  will  save  much 
time,  increase  the  scope  and  thoroughness  of  the  drill,  and  serve  as  a 
stimulus  to  close  attention. 

19.  Drill,  {a)  Call  up  the  pupils  one  by  one  and  let  each  locate  upon 
the  wall  map  the  various  features  as  their  names  are  called  out.  Whenever 
a  pupil  makes  an  error  in  this  and  similar  drill  exercises,  the  pupil  first 
detecting  it  is  entitled  to  continue  the  recitation.  {Xote:  "While  the  alpha- 
betical arrangement  of  the  names  is  very  useful  in  certain  exercises,  the 
features  should  not  be  considered  in  that  order  in  these  oral  location  drills. 
It  will  be  better  for  the  teacher  to  bring  out  map  relations  of  the  various 
features  by  drilling  on  them  in  the  order  best  adapted  to  emphasize  those 
relations.  Thus,  Canada,  the  United  States,  Mexico,  and  Central  America 
should  be  treated  in  order.    So  the  large  bodies  of  water  should  be  grouped 

'  as  related  parts  of  the  boundaries  of  the  continent.  The  rivers,  lakes, 
mountains,  and  cities  should  be  brought  out  in  the  sequence  adapted  to 
show  their  relative  positions.) 

(&)  With  the  list  of  names  beside  the  map,  call  on  pupils  one  by  one  to 
step  to  the  map,  point  out  the  names,  pronounce  them  correctly,  and  then 
locate  the  features  for  which  they  stand. 

■v^  (c)  Here  the  teacher  points  to  each  feature  in  turn,  and  as  each  is  pointed 
out  the  class  repeats  its  name  in  chorus.  This  may  be  varied  by  having  the 
pupils  write  the  names  on  slips  of  paper  as  the  features  are  pointed  out. 
In  this  event  the  alphabetical  list  of  names  should  be  in  plain  sight  and  the 
class  should  be  cautioned  from  time  to  time  to  make  sure  of  the  spelling  of 
all  words  by  looking  them  up  on  the  list.  The  features  should  not,  of  course, 
be  pointed  out  in  the  order  in  which  their  names  are  listed.  If  the  teacher 
desires,  she  may  keep  a  record  of  the  order  in  which  she  points  out  the 
features,  and  then  after  having  the  pupils  exchange  papers  may  J^ve  the 
work  corrected  after  the  manner  of  correcting  spelling  papers.       "*'^ 

(d)  This  exercise  is  a  variation  of  the  preceding  one;  it  is  especially 
adapted  to  save  time.  Have  the  wall  map  and  list  of  names  as  before,  but 
have  each  name  on  the  list  preceded  hj  a  number.  Then  as  each  feature  is 
pointed  out  on  the  map  the  pupils  look  up  its  name  in  the  list,  note  the 
number  before  it,  and  write  the  number  on  their  slips  of  paper.  Correction 
may  be  made  as  in  the  last  exercise,  only  instead  of  reading  out  the  names 
the  numbers  are  read  out  in  the  order  in  which  the  pupils  should  have 
written  them  upon  their  slips.  In  case  this  form  of  drill  is  frequently  used 
the  numbers  before  the  names  should  be  changed  from  time  to  time. 
Mexico,  for  instance,  should  not  be  numbered  12  constantly  just  because  it 
appears  in  the  twelfth  place  on  the  list;  nor  should  it  or  any  other  name 

(21) 


have  the  same  number,  whatever  it  may  be,  for  three  consecutive  drills. 
Otherwise  the  pupils  will  learn  to  think  of  the  number  instead  of  the  name 
when  the  feature  is  pointed  out. 

(e)  Line  up  the  class  along  the  blackboard.  Then  point  out  each  feature 
on  the  map  and  let  the  pupils  in  rotation  give  the  name  of  each  feature  as 
it  is  located.  When  a  pupil  makes  a  correct  answer  he  is  entitled  to  make 
a  score  mark  in  his  favor  on  the  board  at  his  back.  In  case  of  error,  do  not 
send  the  pupil  wlio  makes  it  to  his  seat ;  pass  the  question  on  to  the  next  in 
line  and  then  after  it  has  been  correctly  answered  have  the  one  who  made 
the  error  repeat  the  correct  answer.  At  the  end  of  the  exercise,  those  with 
perfect  scores  win.  If  the  previous  reviews  have  been  well  done,  all  should 
win. 

(/)  In  this  the  teacher  calls  upon  a  pupil  to  stand  and  to  name  a  number 
of  features  as  she  points  to  their  locations  in  turn.  This  device  especially 
adapted  to  save  time,  for  it  gets  the  maxinnim  of  work  for  the  minimum  of 
time  spent  in  calling  on  pupils  to  arise.  It  is  good,  also,  because  it  will 
result  in  a  rapid-fire  review  of  the  whole  list  of  features  by  each  pupil  in 
the  section. 

{g)  The  "match"  idea  may  be  applied  in  a  multitude  of  ways.  Leaders 
may  choose  their  followers  by  alternating  selections,  a  very  interesting  but 
somewhat  time-wasteful  way  of  dividing  the  class ;  or  the  A  Section  may  be 
matched  against  the  B  Section,  the  right  side  of  the  room  against  the  left, 
or  the  bo3's  against  the  girls.  Except  for  formal  occasions,  when  something 
of  especial  interest  is  desired,  the  pupils  should  not  be  ranged  against  the 
board,  as  the  time  lost  in  this  is  considerable,  nor  should  the  choice  of 
followers  by  leaders  be  permitted  save  on  such  special  occasions.  No  one 
should  be  dropped  from  the  match  work  because  of  failure,  for  those  who 
fail  are  just  the  ones  who  need  the  work  most.  Score  should  be  kept  by  the 
teachers  or  the  side  leaders  on  the  blackboard.  When  holding  matches, 
point  to  the  features  on  the  map  and  call  on  the  pupils  in  rotation,  alternat- 
ing from  one  side  to  the  other. 

An  excellent  detail  to  the  formal  2natch  work  \\\i\\  be  found  in  the 
following :  When  a  pupil  has  failed  to  make  the  correct  answer  to  a  match 
question  he  is  to  go  over  to  the  opposite  side  until  he  does  make  a  correct 
answer.  Then  he  may  return  to  his  own  side.  This  is  a  special  incentive 
for  inwpest  and  effort  on  the  part  of  those  who  most  need  the  drill. 

(//)  Send  one  child  to  the  wall  map  to  locate  all  the  political  features 
involved  in  the  unit's  work;  another,  to  locate  all  the  rivers;  another,  all 
the  lakas ;  another,  all  bodies  of  water ;  another,  all  land  features ;  etc. 

20.  Test,  (a)  Have  eadi  i)upil  itwikc  ;iii  (nitliiic  Iraciiig  of  North 
America,  using  onion  weave  or  oilier  lliin  pjipei-  placed  over  I  he  text-book 
map  of  North  America.  fopposit(;  page  1-40  in  the  Inti-oductory  (ieography). 
This  work  siioidd  he  done  as  a  seat  work  exercise  for  the  sik^nt  section  in 
classes  divided  into  sections.* 


*This  use  of  oiitlitir  insips  for  seat  work,  both  in  drill  and  in  tost,  is  strongly  iirRod. 
In  uritfnidf'd  nirnl  sfliools  on*-  dollnr's  worth  of  onion  wciivo  pni^T  will  snp])l.v  the  school 
with   tnifinu  sheets   foi-  ;i    yi-jir.      'I'lii-.;   imper  fan   he   pnrehased    in    Sun    Fnincisoo    (and, 


The  alphabetical  list  of  names  of  the  features  whose  location  is  to  be 
tested  is  then  placed  before  the  class  as  a  guide  to  the  correct  spelling. 
Next,  the  teacher  points  to  and  pronounces  the  names  one  by  one,  and  as 
each  is  indicated  the  pupils  write  the  name  in  the  proper  place  on  their 
traced  outlines.  This  may  be  varied  by  having  numbers  written  before  the 
names  as  in  exercise  (d)  of  Sec.  19.  and  by  requiring  the  pupils  to  place 
the  numbers  corresponding  to  the  names  in  the  proper  locations  on  their 
outlines.  In  case  numbers  are  thus  used  for  locating  countries,  mountains, 
rivers,  and  large  masses  of  land  or  water,  each  number  should  be  written 
three  times  at  short  intervals  on  the  map.  so  as  to  give  the  general  trend  or 
extent  of  the  feature  for  which  it  stands.  It  is  advisable  that  the  numbers 
should  be  substituted  for  the  names  when  more  than  twenty  features  are 
to  be  located  on  a  single  outline.  Otherwise  the  written  names  will  become 
crowded  and  confused.  A  high  standard  of  neatness  and  accuracy  should 
be  set  in  this  outline  map  test. 

Mimeographed  or  printed  outline  maps  may  be  used  by  the  class  in  this 
test,  instead  of  maps  traced  for  the  purpose.  If  such  maps  are  available 
in  sufficient  quantities,  or  if  sufficient  time  is  found  during  the  silent  section 
seat  work  to  have  the  class  make  a  number  of  traced  maps,  this  method  of 
the  location  test  may  be  effectively  used  as  an  exercise  in  location  drills. 

(6)  Another  form  of  test  may  be  used  by  applying  drill  exercise  (d), 
See.  19. 

After  the  test  results  have  been  checked  up,  those  pupils  who  show  an 
imperfect  knowledge  and  weak  visualization  of  the  features  should  be  placed 
in  a  section  by  themselves,  the  class  being  divided  along  the  line  separating 
the  good  from  the  poor  pupils,  and  should  be  given  location  drills  (Sec.  19) 
until  the  proper  results  are  obtained.  The  rest  of  the  class,  of  course,  pass 
on  to  the  next  unit. 

21.  Review.  Drill  and  test  the  class  in  the  location  of  the  continents, 
oceans,  and  poles  by  reviewing  the  work  of  Sees.  10-11. 

The  purpose  of  this  and  subsequent  review  work  is  to  refresh  and  make 
more  permanent  the  visualizations  already  established  in  the  minds  of  the 
pupils.  It  is  an  essential  part  of  the  work.  Witliout.it  the  original  impres- 
sions, however  correct  and  vivid  they  may  have  been  at  the  time  the  original 
M^ork  was  done,  will  fade  out  and  finally  disappear;  and  thus  the  whole 
value  of  the  course  will  be  lost. 

In  the  case  of  all  review  work  the  drilling  should  be  continued  and  varied 
by  the  different  devices  outlined  in  Sec.  19  until  the  teacher  is  sure  that 
every  pupil  has  clear  visualizations  of  the  location  of  the  features  involved. 
Then  a  test  should  be  made.  For  the  review  tests  the  plan  outlined  in 
Sec.  19.  subdivision  (d),  is  especially  recommended.  It  saves  time  and 
does  not  require  the  preparation  of  outline  maps.     After  the  class  and 

probably,  elsewhere)  at  $1.50  per  2.000  sheets,  size  8%  x  11  inches.  At  this  cost, 
thirteen  sheets  for  a  cent,  there  is  no  reason  why  the  largest  citj-  system  should 
be  without   it. 

In  case  circumstances  compel  the  teacher  to  do  without  such  paper,  the  exercises  sug- 
gested in  Sec.  19  (a),  19  (&).  19  (rf^,  and  W  (f)  may  be  used  as  substitutes  for  it. 

(2.-5) 


teacher  have  become  familiar  with  this  method  of  conducting  review  tests, 
it  will  be  possible  for  the  class  to  locate  as  many  as  forty  features  in  ten 
minutes. 


EXERCISES  FOR  SEAT  WORK. 

The  following'  exercises  are  useful  forms  of  seat  work  for  the  employment 
of  the  silent  section : 

1.  Tracing  Outline  Maps.  Supply  each  pupil  in  the  section  engaged  in 
seat  work  with  a  sheet  of  onion  weave  or  other  thin  paper  and  set  the  section 
to  tracing  the  outline  of  the  continent  whose  features  they  are  considering. 
These  outline  maps  will  prove  of  value  as  a  means  of  deepening  the  pupil's 
mental  picture  of  the  profile  of  the  continent  and  will  be  useful  as  a  basis 
for  the  location  tests.     (See  Sec.  20.) 

2.  Locating  Xew  Features.  This  exercise  is  to  be  used  when  the  section 
is  about  to  take  up  or  has  just  commenced  the  location  of  a  group  of  new 
features.  Place  the  list  of  the  features  on  the  board  and  then  direct  the 
members  of  the  section  to  hunt  up  each  on  their  text-book  maps.  After 
each  is  located,  its  name  is  to  be  written  on  a  slip  of  paper. 

3.  Locating  New  Features.  This  work,  also,  is  to  be  done  when  a  new 
.group  of  features  is  being  taken  up.  Have  the  pupils  hunt  up  the  location 
of  each  feature  as  directed  in  (&),  and  then  write  the  name  in  its  proper 
place  on  an  outline  map. 

4.  Location  Drills.  In  this  the  pupils  should  write  the  names  found  in 
the  list  on  the  blackboard  in  their  proper  places  on  outline  maps.  Reference 
to  books  should  not  be  allowed. 

5.  Location  Drill.  The  teacher  draws  an  outline  of  the  continent  under 
consideration  on  the  blackboard  and  places  numbers  upon  the  various 
features  in  the  location  of  which  the  section  is  to  be  drilled.  The  pupils 
then  arrange  the  numbers  found  on  the  outline  in  regular  order  down  the 
side  of  slips  of  paper  and  write  after  each  number  the  name  of  the  feature 
to  which  it  refers.  A  list  of  the  names  of  the  features  should  be  in  sight 
so  that  the  spelling  may  be  correctly  written  by  the  class. 

6.  Answers  to  Map  Questions.  Certain  kinds  of  map  questions  may  be 
used  to  sharpen  the  visual  images  formed  in  the  minds  of  the  children. 
Care  must  be  taken,  however,  to  see  that  such  questions  as  are  used  really 
call  up  and  depend  upon  the  visualizations  held  by  the  class.  Otherwise 
the  word  location  will  tend  to  displace  the  mental  picture  of  the  location, 
and  more  harm  than  good  will  result.  The  following  questions  are  sug- 
gested as  types  of  the  sort  to  be  used : 

(1)  Name  the  countries  of  South  America  bordering  on  the  Pacific  Ocean. 

(2)  Name  the  countries  of  South  America  bordering  on  the  Atlantic 
Ocean. 

(3)  Njidk'  all  llic  stales  in  the  TJnioi).  beginning  with  Maine  and  passing 
from  one  to  another  in  the  order  of  contiguity.  Thus,  Maine;  New  Hamp- 
shire;  Vennont :   "Massafhusdls;   TJhoflo   Tslnnd  ;   Coimopticut ;   New  York; 

CJI  ) 


New   Jersej';   etc.      (The  boundaries  of   each   state   must  touch   the   one 
preceding  and  following  it  in  the  list.) 

(4)  Apply  (3)  to  the  countries  of  Europe. 

(5)  Is  the  Mississippi  River  nearer  the  Atlantic  or  the  Pacific  coast  line? 

(6)  Name  in  order,  beginning  with  South  America  and  going  eastward, 
the  oceans  and  continents  crossed  by  the  equator. 

(7)  Apply  (6)  to  the  zones  and  zone  boundary  circles. 

(8)  Name  the  land  and  water  features  over  which  you  would  pass  in 
making  a  journey  around  the  world. 

(9)  Name  the  land  and  water  features  over  which  you  would  pass  in 
going  from  here  to  London ;  Switzerland ;  Cairo ;  St.  Petersburg ;  etc. 

(10)  In  what  direction  is  the  Baltic  Sea  from  the  Adriatic  Sea? 
England  from  Holland?  Africa  from  Europe?  etc.  (Be  sure  to  limit  these 
questions  to  such  directions  as  are  due  north,  south,  east,  or  west.) 

Each  of  the  above  stimulates  a  mental  picture  of  the  map  locations 
involved  in  its  answer,  and  is,  therefore,  a  useful  form  of  seat  w^ork.  But 
in  no  case  should  any  question  be  so  framed  and  used  as  to  require 
repeatedly  the  same  verbal  answer.  If  this  should  be  allowed,  the  pupil 
would  fall  into  an  habitual  word  answer  that  would  soon  drive  out  the 
visual  image,  and  thus  do  more  harm  than  good. 


SOUTH  AMERICA.     (First  time  over.) 

22.  Outline  Map  Sketching.  Apply  the  method  set  forth  in  Sec.  16. 
The  following  suggestive  hints  should  be  considered: 

1.  That  the  general  shape  of  the  continent  is  triangular. 

2.  That  the  mouth  of  the  Amazon  River  is  almost  due  east  of  the  Gulf  of 
Guayaquil. 

3.  That  the  Isthmus  of  Panama  is  south  of  the  northwestern  extremity  of 
the  continent. 

4.  That  the  easternmost  and  westernmost  points  of  the  continent  are  in 
about  the  same  latitude. 

5.  That  the  mouth  of  the  Plata  River  is  midway  between  Cape  Frio  and 
the  Strait  of  Magellan. 

It  is  not  expected  that  the  class  will  memorize  these  or  similar  hints  in 
other  outline  map  work.  Their  function  is  merely  to  make  strong  the 
mental  image  of  certain  characteristic  and  critical  portions  of  the  outline. 

23.  Pronunciation.  Apply  the  method  set  forth  in  Sec.  17.  The 
following  features  are  included  in  the  work  of  this  unit : 

1.  Amazon  River.  7.  Buenos  Aires. 

2.  Andes  Mts.  8.  Caribbean  Sea. 

3.  Antarctic  Ocean.  9.  Chile. 

4.  Argentina.  10.  Pacific  Ocean. 

5.  Atlantic  Ocean.  11.  Rio  de  Janeiro. 

6.  Brazil.  12.  Valparaiso. 

(25) 


24.  Locations.  The  above  features  should  be  located  by  applying  the 
method  used  in  See.  18. 

25.  Drill.  Apply  the  exercises  suggested  in  Sec.  19  to  the  above 
features. 

26.  Test.     Apply  Sec.  20. 

27.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

North  America : — 

19.  Alaska.  9.  Hudson  Bay. 

18.  Appalachian  Mts.  8.  Mexico. 

17.  Arctic  Ocean.  7.  Mississippi  River. 

16.  Atlantic  Ocean.  6.  New  York  City. 

15.  Boston.  5.  Pacific  Ocean. 

14.  Canada.  4.  Rocky  Mts. 

13.  Central  America.  3.  St.  Lawrence  River. 

12.  Chicago.  2.  United  States. 

11.  Great  Lakes.  1.  Washington  City. 

10.  Gulf  of  :\Iexico. 

The  list  of  features  considered  in  the  treatment  of  North  America,  first 
time  over,  is  here  printed  with  a  different  arrangement  of  marginal  numbers 
than  it  has  in  Sec.  17.  This  is  to  emphasize  the  fact  that  in  using  the 
numbers  in  location  drills  or  tests  the  features  should  be  variously  numbered 
from  time  to  time.  Otherwise  the  number  will  soon  take  the  place  of  the 
name  in  the  pupil's  mind.  See  Sec.  19,  subdivision  (cZ),  for  a  discussion  of 
this  point.  See,  also.  Sec.  21,  for  suggestions  as  to  method  and  purpose  of 
review  work. 


AFRICA.    (First  time  over.) 

28.  Outline  ]Map  Sketching.  Apply  the  method  set  forth  in  Sec.  16. 
The  following  suggestive  hints  should  be  used: 

1.  That  Africa  is  nearly  as  wide  as  it  is  long. 

2.  That  there  is  a  marked  break  in  the  contour  of  the  northern  coast  line 
at  Tunis,  about  the  center  of  the  northern  l)<)iiiidary. 

8.  That  the  bend  in  the  coast  line  at  tlic  head  of  the  Gulf  of  Guinea  is 
almost  duf  soiitli  of  the  bi-cjik'  in  the  iioii liri-ii  bouiidai-y  aloiii:'  the  coast 
of  Tunis. 

4.  That  the  castfr-ii  and  wcslcfn  cxt  I'cniil  ics  of  Ihc  coiitini'iit  ai"e  in  about 
the  same  latitude. 

5.  Tliat  there;  are  three  indentions  similar  in  J'orm  hut  decreasing  in  size 
in  the  coa.st  line  from  the  Gulf  of  Aden  to  Cape  Colony. 

6.  That  it  is  about  as  far  fnmi  the  Strait  of  Gibraltar  to  tlie  Isthmus  of 
Suez,  as  from  the  isthmus  to  the  easternmast  point  of  the  continiuit. 

(•jr.) 


29.     Pronunciation.     Apply  the  exercise  set   forth  in   See. 
following  features  comprise  the  work  of  this  unit : 


17.     The 


1. 

Alexandria. 

9. 

Egypt. 

2. 

Antarctic  Ocean. 

10. 

Indian  Ocean. 

3. 

Atlantic  Ocean. 

11. 

Isthmus  of  Suez. 

4. 

Barbary  States,  (as  a  whole). 

12. 

Kongo  River. 

5. 

Cairo. 

13. 

^Mediterranean  Sea. 

6. 

Cape  Colony. 

14. 

Nile  River. 

7. 

Cape  of  Good  Hope. 

15. 

Red  Sea. 

8. 

Cape  Town. 

16. 

Strait  of  Gibraltar. 

30.  Locations.     The  above  features  should  he  located  l)y  applying  the 
methods  used  in  Sec.  18. 

31.  Drill.     Apply  exercises  suggested  in  Sec.  19  for  drill  in  locating 
the  above  features. 

32.  Test.     Apply  Sec.  20. 

33.  Review.     Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)   The  Earth  as  a  Whole,  first  time  over: 

11.  Africa. 

10.  Antarctic  Ocean. 
9.  Arctic  Ocean. 

8.  Asia. 

7.  Atlantic  Ocean. 

6.  Australia. 

(&)   South  America,  first  time  over: 

12.  Amazon  River. 

11.  Andes  Mts. 
10.  Antarctic  Ocean. 

9.  Argentina. 

8.  Atlantic  Ocean. 

7.  Brazil. 

See  Sec.  21  for  sus'gestions  concernins:  r 


5.  Europe. 
4.  Indian  Ocean. 
3.  North  America. 
2.  Pacific  Ocean. 
1.  South  America. 


6.  Buenos  Aires. 
5.  Caribbean  Sea. 
4.  Chile. 
3.  Pacific  Ocean. 
2.  Rio  de  Janeiro. 
1.  Valparaiso. 

eview  work. 


AUSTRALIA  AND  PACIFIC  ISLANDS.     (First  time  over.) 

■  34.  Outline  Map  Sketching.  Australia  is  the  only  feature  to  be 
included  in  this  exercise.  Apply  the  method  set  forth  in  Sec.  16.  The 
following  suggestive  hints  should  be  used : 

1.  The  western  coast  line  is  about  one  half  as  long  as  the  eastern  coast 
line. 

2.  The  Great  Australian  Bight  is  the  main  feature  of  the  southern  coast 
line,  and  is  almost  centrallv  located  in  it. 


(27) 


3.  Melbourne  Bay  is  due  south  of  Cape  York. 

4.  The    easternmost    and    westernmost    points    are    in    about    the    same 
latitude. 

5.  The  northernmost   and  southernmost  points  are  in   about  the  same 
longitude. 

35.     Pronunciation.     Apply  the  exercises  set  forth  in  Sec.   17.     The 
foUowino-  features  are  included  in  this  unit: 


1. 

Australia. 

7. 

Manila. 

2. 

East  Indies. 

8. 

New  Zealand. 

3. 

Hawaiian  Islands. 

9. 

Pacific  Ocean. 

4. 

Honolulu. 

10. 

Philippine  Islands. 

5. 

Indian  Ocean. 

11. 

Sj^dney. 

6. 

International  Date  Line. 

36.  Locations.  Locate  the  above  features  by  applying  methods  set 
forth  in  Sec.  18.  Honolulu  is  not  named  on  the  map  opposite  page  249  in 
the  Introductory  Geography.  The  teacher  should  therefore  show  the  pupils 
approximately  where  it  is,  and  thus  save  them  a  profitless  search.  In  the 
same  way  point  out  the  fact  that  the  International  Date  Line  is  the  180th 
meridian.  It  should  be  explained  briefly  that  this  is  the  line  where  each 
new  date  first  begins. 

37.  Drill.     Apply  exercises  suggested  in  Sec.  19. 

38.  Test.     Apply  Sec.  20. 

39.  Review. 

In  this,  and  all  the  following  reviews,  the  names  of  the  features  involved  are  arranged 
alphabetically,  but  are  not  set  forth  in  list  form.  The  teacher  should  understand  that 
they  are  to  be  listed  by  her  when  used  in  class,  as  shown  in  Sees.  27  and  33. 

Drill  and  test  the  class  in  the  location  of  the  following  features : 

(a)  North  America  (first  time  over);  Alaska,  Appalachian  Mts.,  Arctic 
Ocean,  Atlantic  Ocean,  Boston,  Canada,  Central  America,  Chicago,  Great 
Lakes,  Gulf  of  Mexico,  Hudson  Bay,  Mexico,  Mississippi  River,  New  York 
City,  Pacific  Ocean,  Rocky  Mts.,  St.  Lawrence  River,  United  States,  Wash- 
ington City. 

(b)  Africa  (first  time  over)  :  Alexandria,  Antarctic  Ocean,  Atlantic 
Ocean,  Barbary  States  (as  a  whole),  Cairo,  Capo  Colony,  Cape  of  Good 
Hope,  Cape  Town,  Egypt,  Indian  Ocean,  Isthmus  of  Suez,  Kongo  River, 
Mediterranean  Sea,  Nile  River,  Strait  of  Gibraltar. 

In  using  number  symbols  for  testing  and  drilling  the  class  in  tlie  location 
of  the  above,  the  teacher  should  employ  a  varying  assortment  of  numbers 
as  suggested  in  Sec.  19.  .subdivision  (d).  See  Sec.  21  for  directions  con- 
cerning reviews. 

(2S) 


ASIA.    (First  time  over.) 

40.  Outline  Map  Sketching.  The  outline  of  Asia  will  be  harder  for 
the  class  to  sketch  than  that  of  any  continent  thus  far  treated.  Nevertheless 
it  is  important  that  this  work  should  not  be  neglected.  During  the  first  two 
or  three  days  allow  two  minutes  instead  of  one  for  the  blackboard  work. 
Re-read  Sec.  16  carefully  and  apply  its  methods.  The  following  hints  may 
be  used : 

1.  That  East  Cape  is  nearer  the  top  of  the  map  than  any  other  point. 

2.  That  India  is  due  south  of  the  Gulf  of  Ob. 

3.  That  a  line  passing  through  the  southernmost  points  of  Arabia,  India, 
and  the  Malay  Peninsula  is  nearh^  straight,  and  runs  a  little  north  of  west 
by  a  little  south  of  east. 

4.  That  the  Malay  Peninsula  is  the  southernmost  point  of  the  continent. 

5.  That  there  are  six  prominent  projections  on  the  eastern  coast. 

6.  That  a  line  almost  straight  can  be  drawn  northeast  by  southwest 
through  five  of  these  points,  namely, — Kamchatka,  Korea,  China,  Indo- 
China,  and  the  Malay  Peninsula. 

41.  Pronuncl^tion.  Apph*  the  exercises  set  forth  in  Sec.  17.  The 
following  features  are  to  be  taken  up  in  this  unit : 

1.  Arabia.  14.  Japan. 

2.  Arctic  Ocean.  15.  Jerusalem. 

3.  Black  Sea.  16.  Jordan  River. 

4.  Calcutta.  17.  Mecca. 

5.  Caspian  Sea.  18.  Pacific  Ocean. 

6.  Chinese  Empire.  19.  Peking. 

7.  Desert  of  Gobi.  20.  Persia. 

8.  Euphrates  River.  21.  Red  Sea. 

9.  Ganges  River.  22.  Siberia. 

10.  Himalaya  Mts.  23.  Steppes. 

11.  India.  24.  Tibet. 

12.  Indian  Ocean.  25.  Tokio. 

13.  Indus  River.  26.  Turkey  (Asiatic). 

42.  Locations.  Apply  exercises  set  forth  in  Sec.  18  in  locating  the 
above  features. 

43.  Drill.     Apply  the  drill  exercises  suggested  in  Sec.  19. 

44.  Test.     Apply  Sec.  20. 

45.  Review. 

(a)  The  Earth  as  a  Whole  (first  time  over)  :  Africa.  Antarctic  Ocean. 
Arctic  Ocean,  Asia,  Atlantic  Ocean,  Australia.  Europe.  Indian  Ocean, 
North  America,  Pacific  Ocean,  South  America. 

(&)  South  America  (first  time  over)  :  Amazon  River.  Andes  IMts . 
Antarctic  Ocean,  Argentina,  Atlantic  Ocean,  Brazil.  Buenos  Aires.  Carib- 
bean Sea,  Chile,  Pacific  Ocean,  Rio  de  Janeiro,  Valparaiso. 

(29) 


(c)  Australia  and  Pacific  Islands  (first  time  over)  :  Australia,  East 
Indies,  Hawaiian  Islands.  Honolulu,  Indian  Ocean,  International  Date 
Line.  Manila,  New  Zealand,  Pacific  Ocean,  Philippines,  Sydney. 

See  Sec.  21  for  suggestions  concerning  reviews. 


EUROPE.    (First  time  over.) 

46.  Outline  Map  Sketching.  Europe  is  the  hardest  continent  of  all 
to  sketch,  for  its  coast  line  is  the  most  irregular,  and  many  of  the  relatively 
minor  irregularities  are  significant  and  must  be  included.  As  in  the  case 
of  Asia,  it  will  be  well  to  give  the  class  two  minutes  for  board  drawing 
during  the  first  two  days.  Carefully  apply  the  methods  set  forth  in 
Sec.  16.    The  following  hints  will  be  found  useful : 

1.  That  the  coast  line  of  Norway  is  very  irregular. 

2.  That  Denmark  projects  into  the  cleft  in  the  southern  end  of  Norway 
and  Sweden. 

3.  That  the  west  coast  of  France  is  characterized  by  the  peninsula  that 
projects  into  the  Atlantic  just  south  of  England. 

4.  That  the  west  coast  of  Spain  and  Portugal  is  roughly  rectangular. 

5.  That  Italy  and  Greece  slant  toward  the  southeast. 

6.  That  Italy  has  the  shape  of  a  boot. 

7.  That  Greece  roughly  resembles  a  hand  cut  almost  in  half. 

8.  That  the  Adriatic  Sea  is  in  approximately  the  same  latitude  as  the 
Black  Sea. 

9.  That  the  Black  Sea  has  the  shape  of  a  slipper,  and  is  due  south  of 
the  White  Sea. 


47.     Pronunciation.     Apply  the  exercises  set  forth  in  Sec.   17. 
following  features  are  to  be  taken  up  in  this  unit : 


The 


1. 

Alps  Mts. 

20. 

Holland. 

2. 

Arctic  Ocean. 

/^21. 

Iceland. 

3. 

Atlantic  Ocean. 

/'722. 

Ireland. 

4. 

Austria-Hungary. 

''  23. 

Italy. 

5. 

Belgium. 

i-l  24. 

London. 

6. 

Berlin. 

^-^  25. 

]\lediterranean  Sea. 

7. 

Black  Sea. 

^'26. 
^^  21, 

Norway^ 

8. 

BospoDis. 

■  Paris. 

9. 

Bulgaria. 

■^  ^28. 

Portugal. 

10. 

Caspian  Sea. 

C5^^9. 

Rome, 

11. 

Constantinople. 

30. 

Roumania. 

12. 

Danube  River. 

:^.t.3i. 

Russia. 

]•■'>. 

I);ir'(ianelles. 

V/32. 

Scotland. 

U. 

Dctniiark. 

n'-  33. 

Sicily. 

ir,. 

England. 

^^34. 

Si)ain. 

Hi. 

France. 

^^  35. 

St.  Peters1)nrg. 

17. 

Gonna  ny. 

•^  ^6. 

Sweden. 

18. 

Great  Britain. 

^^^7. 

Switzerland. 

in. 

Greece. 

38. 

Turkey  (P]uropean) 

(30) 


48.  Locations.  In  dealing  with  so  many  new  locations  it  will  be 
necessar}'  to  take  up  half  of  them  first  and  drill  on  them  for  a  time  before 
introducing  the  class  to  the  remainder.  In  this  way  mental  congestion  will 
be  avoided  and  clear  visualizations  secured.  No  part  of  the  work  is  more 
important  than  the  clear  visualization  of  these  European  features  in  their 
proper  map  relations.  Everyday  experiences  are  constantly  demanding 
that  we  have  vivid  mental  images  of  them. 

Carefully  apply  exercises  set  forth  in  Sec.  18  in  locating  the  above 
features. 

Point  out  the  location  of  Holland  so  as  to  show  the  class  its  map  position. 
On  the  text  map,  Fig.  183,  page  206,  Holland  is  called  Netherlands. 

49.  Drill.  Apply  the  drill  exercises  suggested  in  Sec.  19.  In  drilling 
on  the  content  of  thi.s  unit  the  exercises  involving  the  use. of  numbers  in 
marking  locations  on  maps  and  in  writing  lists  of  answers  to  features 
pointed  out  by  the  teacher  on  the  wall  map  will  be  of  especial  value  because 
of  the  saving  of  time  thus  gained  and  because  the  numbers  take  up  much 
less  space  than  the  names. 

50.  Test.     Apply  Sec.  20. 

51.  Review".     Drill  and  test  the  class  in  the  location  of  the  following : 
(a)   North  America  (first  time  over)  :    Alaska.  Appalachian  ]Mts.,  Arctic 

Ocean,  Atlantic  Ocean,  Boston,  Canada,  Central  America,  Chicago,  Great 
Lakes,  Gulf  of  Mexico,  Hudson  Bay,  ^Mexico,  ^Mississippi  River.  New  York 
City,  Pacific  Ocean,  Rocky  Mts.,  St.  Lawrence  River,  L^nited  States,  Wash- 
ington City. 

(&)  Africa  (first  time  over)  :  Alexandria,  Antarctic  Ocean,  Atlantic 
Ocean,  Barbary  States  (as  a  whole),  Cairo,  Cape  Colony,  Cape  of  Good 
Hope,  Cape  Town,  Egypt,  Indian  Ocean,  Isthmus  of  Suez,  Kongo  River, 
Mediterranean  Sea.  Nile  River,  Red  Sea.  Strait  of  Gibraltar. 

(c)  Asia  (first  time  over)  :  Arabia,  Arctic  Ocean,  Black  Sea.  Calcutta, 
Caspian  Sea,  Chinese  Empire,  Desert  of  Gobi,  Euphrates  River,  Ganges 
River,  Himalaya  Mts.,  India,  Indian  Ocean,  Indus  River,  Japan,  Jerusalem, 
Jordan  River,  Mecca,  Pacific  Ocean,  Peking,  Persia,  Red  Sea.  Siberia, 
Steppes,  Tibet,  Tokio.  Turkey   (Asiatic). 

See  Sec.  21  for  suggestions  concerning  review  work. 


UNITED  STATES.    (First  time  over.) 

52.  Outline  INIap  Sketching.  Re-read  and  carefully  apply  Sec.  16. 
The  following  hints  will  help  to  emphasize  certain  characteristics  in  the 
visualization  of  the  outline : 

1.  That  Lake  Ontario  is  due  north  of  Florida,  and  Lake  Superior  is 
north  of  the  delta  of  the  Mississippi  River. 

2.  That  Chesapeake  Bay  is  due  east  of  San  Francisco  Bay. 

(31) 


3.  That  the  southernmost  point  of  Florida  and  the  southern  tip  of  Texas 
are  in  a  line  almost  parallel  with  the  bottom  of  the  map. 

4.  That  the  southern  point  of  Lake  Michigan  is  in  the  same  latitude  as 
the  southern  border  of  Lake  Erie. 

5.  That  Cape  Hatteras  lies  midway  between  the  southern  point  of  Florida 
and  the  northeastern  point  of  Maine. 

6.  That  Cape  Hatteras  and  Point  Conception  are  in  nearly  the  same 
latitude. 


53,     Proxuxcl\tiox.     Apply  the 
following  features  are  to  be  taken  up 
Physical  Features, — Water: — 

1.  Atlantic  Ocean. 

2.  Chesapeake  Bay. 

3.  Colorado  River. 

4.  Columbia  River. 

5.  Connecticut  River. 

6.  Great  Lakes. 

7.  Great  Salt  Lake. 

8.  Gulf  of  Mexico. 

9.  Hudson  River. 

10.  Lake  Champlain. 

11.  Lake  Erie. 

12.  Lake  Huron. 

13.  Lake  IMichigan. 
Physical  Features, — La7id : — 

1.  Adirondack  Mts. 

2.  Appalachian  Mts. 

3.  Cape  Cod. 

4.  Cape  Hatteras. 

5.  Cascade  ]\Its. 

6.  Coast  Range. 


exercises  set  forth  in   Sec.   17. 
in  this  unit : 

14.  Lake  Ontario. 

15.  Lake  Superior. 

16.  Massachusetts  Bay. 

17.  Mississippi  River. 

18.  Missouri  River. 

19.  Niagara  Falls. 

20.  Ohio  River. 

21.  Pacific  Ocean. 

22.  Potomac  River. 

23.  Puget  Sound. 

24.  Rio  Grande. 

25.  San  Francisco  Bay. 

26.  St.  Lawrence  River. 

7.  Long  Island. 

8.  ^Mississippi  Valley. 

9.  Rocky  ]\Its. 

10.  Sierra  Nevada  ^Its. 

11.  Yellowstone  Park. 


The 


54.  Locations.  In  fixing  the  locations  of  the  above  features  the  first 
list  should  be  taught  and  drilled  thoroughly  before  the  second  is  taken  up. 
This  will  avoid  the  difficulty  of  attempting  to  develop  too  many  new 
visualizations  at  the  same  time. 

Carefully  apply  the  method  suggested  in  Sec.  18. 


55.     Drill. 
in  See.  49. 


Apj)ly  the  exercises  suggested  in  Sec.  19.     See  suggestion 


56.  Test.     Apply  Sec.  20. 

57.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  South  America  (first  time  over)  :  Amazon  River,  Andes  ^Its.. 
Antarctic  Ocean,  Argentina,  Atlantic  Ocean,  Brazil,  Buenos  Aires,  Carib- 
bean Sea,  Chile,  Pacific  Ocean,  Rio  de  Janeiro,  Valparaiso. 

(Z2) 


(6)  Australia  and  Pacific  Islands  (first  time  over)  :  Australia,  East 
Indies.  Hawaiian  Islands,  Honolulu,  Indian  Ocean,  International  Date 
Line.  ^Manila.  New  Zealand,  Pacific  Ocean,  Philippines.  Sydney. 

(c)  Europe  (first  time  over)  :  Alps  ]\Its..  Arctic  Ocean.  Atlantic  Ocean. 
Austria-Hungary,  Belgium,  Berlin,  Black  Sea,  Bosporus,  Bulgaria. 
Caspian  Sea,  Constantinople,  Danube  River,  Dardanelles,  Denmark, 
England.  France.  Germany.  Great  Britain.  Greece,  Holland,  Iceland,  Ire- 
land. Italy,  London,  ^Mediterranean  Sea.  Norway,  Paris,  Portugal,  Rome, 
Roumania.  Russia,  Scotland.  Sicily,  Spain.  St.  Petersburg,  Sweden, 
Switzerland.  Turkey   (European). 

See  Sec.  21  for  susgestions  concerning  reviews. 


CALIFORNIA.     (First  time  over.) 

58.  Outline  Map  Sketching.  Apply  with  care  the  suggestions  con- 
tained in  Sec.  16.  The  following  points  will  help  in  giving  correct 
visualizations  of  the  outline : 

1.  That  the  northern  boundary  of  California  is  a  parallel  of  latitude. 

2.  That  the  northeastern  boundary  runs  along  a  meridian. 

3.  That  the  northern  boundary  is  practically  the  same  in  length  as  the 
northeast  boundary. 

4.  That  Cape  Mendocino  is  the  most  westerly  point. 

5.  That  San  Francisco  Bay  is  somewhat  south  of  the  latitude  of  Lake 
Tahoe. 

6.  That  California  is  narrowest  between  San  Francisco  Bay  and  Lake 
Tahoe,  save  at  the  extreme  southern  end. 

7.  That  the  greatest  width  of  California  is  found  between  Point  Concep- 
tion and  the  Colorado  River. 

8.  That  the  southern  boundary  slants  upward  somewhat  north  of  due  east. 
It  should  be  remembered  that  when  these  map  hints  are  being  used  in 

class  no  terms  not  understood  by  the  class,  such  as  latitude  or  meridian  or 
Lake  Tahoe,  are  to  be  used.  The  teacher  will  have  no  difficulty  in  making 
the. points  in  the  above  clear  by  loose  and  simple  expressions  when  inter- 
preted by  constant  reference  to  her  model  outline. 

59,  Pronunciation.  Apply  exercises  set  forth  in  Sec.  17.  The  follow- 
ing features  are  to  be  taken  up  in  this  unit : 

1.  Arizona.  10.  Nevada. 

2.  Cape  Mendocino.  1 1.  Oregon. 

3.  Coast  Range.  12.  Pacific  Ocean. 

4.  Colorado  River.  13.  Sacramento  River. 

5.  Farallone  Islands.  14.  Salton  Sea. 

6.  Golden  Gate.  15.  San  Francisco  Bay. 

7.  ]\Iexico.  16.  San  Joaquin  River. 

8.  ]\Iohave  Desert.  17.  Santa  Barbara  Channel. 

9.  ]\Ionterey  Bay.  18.  Santa  Catalina  Island. 

(SS) 

^ HUL.    4 


19.  Mt.  Shasta.  22.  Tehachapi  Pass. 

20.  Sierra  Nevada  Mts.  23.  Tulare  Lake. 

21.  Tahoe  Lake.  24.  Yosemite  Valley. 

60.  Locations.     Apply  the  exercises  suggested  in  Sec.  18. 

61.  Drill.  Apply  the  exercises  described  in  Sec.  19.  See  suggestion 
in  See.  49. 

62.  Test.     Apply  Sec.  20. 

63.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  North  America  (first  time  over)  :  Alaska,  Appalachian  Mts.,  Arctic 
Ocean,  Atlantic  Ocean,  Boston,  Canada,  Central  America,  Chicago,  Great 
Lakes,  Gulf  of  Mexico,  Hudson  Bay,  Mexico,  Mississippi  River,  New  York 
City,  Pacific  Ocean.  Rocky  Mts.,  St.  Lawrence.  United  States.  Washington 
City. 

(&)  Africa  (first  time  over)  :  Alexandria,  Antarctic  Ocean,  Atlantic 
Ocean,  Barbary  States,  Cairo.  Cape  Colony.  Cape  of  Good  Hope,  Cape 
Town,  Egypt,  Indian  Ocean,  Isthmus  of  Suez,  Kongo  River,  Mediterranean 
Sea,  Nile  River,  Red  Sea,  Strait  of  Gibraltar. 

(c)  Asia  (first  time  over)  :  Arabia,  Arctic  Ocean,  Black  Sea,  Calcutta, 
Caspian  Sea,  Chinese  Empire,  Desert  of  Gobi,  Euphrates  River,  Ganges 
River,  Himalaya  Mts..  India,  Indian  Ocean,  Indus  River,  Japan,  Jerusalem, 
Jordan  River,  Mecca,  Pacific  Ocean,  Peking,  Persia,  Red  Sea,  Siberia, 
Steppes,  Tibet,  Tokio,  Turkey  (Asiatic). 

(d)  United  States  (first  time  over)  : 

Physical  Features,  Land:  Adirondack  Mts.,  Appalachian  Mts.,  Cape 
Cod,  Cape  Hatteras,  Cascade  Mts.,  Coast  Range,  Long  Island,  Mississippi 
Vallej^  Rocky  ]\Its.,  Sierra  Nevada  Mts.,  Yellowstone  Park. 

Physical  Features,  Water:  Atlantic  Ocean,  Chesapeake  Bay,  Colorado 
River,  Columbia  River.  Connecticut  River,  Great  Lakes.  Great  Salt  Lake, 
Gulf  of  Mexico,  Hudson  River,  Lake  Champlain,  Lake  Erie,  Lake  Huron, 
Lake  Michigan,  Lake  Ontario,  Lake  Superior.  ?klassachusetts  3ay, 
Mississippi  River,  Missouri  River,  Niagara  Falls,  Ohio  River,  Pacific 
Ocean,  Potomac  River,  Puget  Sound.  Rio  Grande,  San  Francisco  Bay,  St. 
Lawrence  River. 

See  Sec.  21  for  suggestions  concerning  reviews. 

THE  EARTH  AS  A  WHOLE.    (Second  time  over.) 

64.  Class  Work  with  Globes.  Pass  out  the  small  globes  used  in  the 
work  of  Sees.  2-6.  Point  out,  describe  l)rie(ly,  iind  have  each  member  of 
the  class  rise  and  locate  on  his  glol)e  the  following:  Arctic  Circle,  Tropic 
of  Cancer,  Equator,  Tropic  of  Capricorn,  Antarctic  Circle,  North  Frigid 
Zone,  North  Temperate  Zone,  Torrid  Zone,  South  Temperate  Zone,  South 
Frigid  Zone.     Explain  in  a  few  words  that  the  Frigid  Zones  are  eold  and 

(34) 


bleak;  that  they  are  lands  of  ice  and  snow.     The  Temperates  Zones  are 
mild  and  pleasant  regions.    The  Torrid  Zone  is  very  hot. 

65.  Locations  on  the  Hemisphere  Maps.  Use  the  same  outline  map 
of  the  hemispheres  as  was  used  in  the  work  of  Sec.  10.  Draw  on  it  the 
Arctic  and  Antarctic  Circles,  the  Tropics  of  Cancer  and  Capricorn,  and 
the  Equator.  Then  apply  the  methods  suggested  in  Sec.  10.  Review  in 
connection  with  the  new  locations  the  location  of  the  features  taken  up  in 
treating  the  Earth  as  a  Whole,  first  time  over.     (See  Sec.  3.) 

66.  Locations  on  the  Mercator  Map  of  the  AVorld.  Have  the  pupils 
turn  to  the  mercator  map,  Fig.  120,  opposite  page  137  in  the  Introductory 
Geography.  Have  different  members  find  and  point  to  the  location  of  the 
various  zones  and  circles  on  this  map.  Also  review  the  location  of  the 
different  continents  and  oceans. 

67.  Test,  (a)  Have  each  pupil  stand,  point  to,  and  name  the  zones  and 
zone  boundary  circles  as  they  appear  upon  his  globe. 

(6)  Send  each  pupil  in  turn  to  the  outline  map  of  the  hemispheres  and 
have  him  point  out  each  zone  and  circle. 

68.  Written  Work.  At  its  first  occasion  for  seat  work  in  map 
geography  have  the  section  that  has  just  completed  the  above  exercises 
copy  the  following  from  the  blackboard,  filling  in  the  missing  words : — 

1.  The  Equator  runs  through  the  middle  of  the Zone. 

2.'  The  Tropic  of is  the  northern  boundary  of  the  Torrid  Zone. 

3.  The,  Tropic  of is  the  southern  boundary  of  the  Torrid  Zone. 

4.  The  Circle  is  the  northern  boundary  of  the  North  Temperate 

Zone. 

5.  The  North  Temperate  Zone  is  north  of  the Zone. 

6.  The  North  Temperate  Zone  is  south  of  the Zone. 

7.  The  Arctic  Circle  is  south  of  the Zone. 

8.  The  Tropic  of is  north  of  the  South  Temperate  Zone. 

9.  The Zone  is  south  of  the  Torrid  Zone. 

10.  The Zone  is  south  of  the  South  Temperate  Zone. 

69.  Review.  Drill  and  test  the  pupils  in  the  location  of  the  following 
features : 

(a)  The  Earth  as  a  Whole  (first  time  over)  :  Africa,  Antarctic  Ocean, 
Arctic  Ocean,  Asia,  Atlantic  Ocean,  Australia,  Europe,  Indian  Ocean, 
North  America,  Pacific  Ocean,  South  America. 

(&)  Asia  (first  time  over)  :  Arabia,  Arctic  Ocean,  Black  Sea,  Calcutta, 
Caspian  Sea,  Chinese  Empire,  Desert  of  Gobi,  Euphrates  River.  Ganges 
River,  Himalaya  River,  India,  Indian  Ocean,  Indus  River,  Japan, 
Jerusalem,  Jordan  River,  Mecca,  Pacific  Ocean,  Peking,  Persia,  Red  Sea, 
Siberia,  Steppes,  Tibet,  Tokio,  Turkey  (Asiatic). 

(c)    United  States  (first  time  over)  : 

(35) 


Physical  Features,  Water :  Atlantic  Ocean.  Chesapeake  Bay,  Colorado 
River,  Columbia  River,  Connecticut  River,  Great  Lakes,  Great  Salt  Lake, 
Gulf  of  Mexico.  Hudson  River,  Lake  Champlain,  Lake  Erie,  Lake  Huron, 
Lake  Michigan.  Lake  Ontario,  Lake  Superior,  ]Massachusetts  Bay.  Missis- 
sippi River,  Missouri  River,  Niagara  Falls,  Ohio  River,  Pacific  Ocean, 
Potomac  River,  Puget  Sound,  Rio  Grande,  San  Francisco  Bay,  St. 
Lawrence  River. 

Ph^'sical  Features,  Land:  Adirondack  Mts.,  Appalachian  Mts.,  Cape 
Cod,  Cape  Hatteras.  Cascade  Mts..  Coast  Range,  Long  Island,  Mississippi 
Valley.  Rocky  Mts..  Sierra  Nevada  ]\rts.,  Yellowstone  Park. 

See  Sec.  21  for  sua'a'estions  concerning  review. 


NORTH  AMERICA.    (Second  time  over.) 

70.  Outline  ^Iap  Sketching.  Drill  the  class  in  sketching  the  outline 
of  North  America  in  the  manner  suggested  in  Sec.  16.  By  this  time  the 
pupils  should  have  a  clear  visualization  of  the  main  features  of  this  conti- 
nent and  a  few  days'  work  should  be  sufficient  to  secure  good  outlines.  In 
any  event  continue  the  drill  until  satisfactory  result^  are  attained. 

71.  Pronunciation.  Apply  the  method  set  forth  in  Sec  17.  The 
following  features  are  to  be  considered  in  this  unit : 


1. 

Bering  Sea. 

12. 

Mexico. 

2. 

Bering  Strait. 

13. 

Montreal. 

3. 

Caribbean  Sea. 

14. 

Newfoundland. 

4. 

Cuba. 

15. 

New  Orleans. 

5. 

Greenland. 

16. 

Porto  Rico. 

6. 

Gulf  of  California. 

17. 

Rio  Grande. 

7. 

Gulf  of  St.  Lawrence. 

18. 

San  Francisco. 

8. 

Havana. 

19. 

Vancouver  Island. 

9. 

Hawaiian  Islands. 

20. 

AVest  Indies. 

10. 

Isthnuis  of  Panama. 

21. 

Yulcon  River. 

11. 

Lower  California. 

72.  Locations.  Locate  the  above  features  by  applying  the  methods 
suggested  in  Sec.  18. 

73.  Dkim,.     Apply  llie  drill  exercises  suggested  in  Sec.  19. 

74.  Tk.s'i.     Apply  the  tests  suggested  in  Sec.  20. 

75.  Review.  Drill  and  lest  the  class  in  the  locatiitii  of  the  following;' 
features : 

(a)  Norlh  Ainrrira  ffirst  time  over)  :  Alaska.  .\  |)pala('hiaii  .Mts..  Arctic 
Ocean.  Atlantic  Ocean.  Boston.  Canada,  Central  .\nii'rica,  Chicago.  Great 
r^akes.  Gulf  of  Mexico.  Hudson  Bay,  I\Iexico,  Mis.sissippi  River.  New  York 
City,  Pacific  Ocean,  Rocky  i\Its.,  St.  Lawrence  River.  I'nited  States,  Wash- 
ington City. 

(30) 


(6)  Europe  (first  time  over)  :  Alps  Mts..  Arctic  Ocean.  Atlantic  Ocean, 
Austria-Hungary,  Belgium,  Berlin,  Black  Sea,  Bosporus,  Bulgaria, 
Caspian  Sea,  Constantinople,  Danube  Eiver,  Dardanelles,  Denmark, 
England,  France.  Germany,  Great  Britain,  Greece.  Holland,  Iceland,  Ire- 
land, Italy,  London,  ^Mediterranean  Sea,  Norway,  Paris,  Portugal,  Rome, 
Roumania,  Russia,  Scotland,  Sicily,  Spain,  St.  Petersburg,  Sweden,  Switzer- 
land, Turkey  (European). 

(c)  California  (first  time  over)  :  Arizona.  Cape  Mendocino,  Coast 
Range,  Colorado  River.  Farallone  Islands.  Golden  Gate,  Mexico,  Mohave 
Desert,  Monterey  Bay,  Nevada,  Oregon,  Pacific  Ocean,  Sacramento  River, 
Salton  Sea.  San  Francisco  Bay,  San  Joaquin  River,  Santa  Barbara  Channel, 
Santa  Catalina  Island.  Mt.  Shasta,  Sierra  Nevada  Mts..  Tahoe  Lake, 
Tehachapi  Pass.  Tulare  Lake,  Yosemite  Valley. 

See  Sec.  21  for  suggestions  concernins'  review. 


SOUTH  AMERICA.    (Second  time  over.) 

76.  Outline  Map  Sketching.  Apply  the  method  suggested  in  Sec.  16. 
See  Sec.  22  for  hints  in  sketching  the  outline  of  South  America. 

77.  Pronunciation.  Apply  the  method  set  forth  in  See.  17.  The 
following  features  are  to  be  taken  up  in  this  unit : 

1.  Bolivia.  6.  Paraguay. 

2.  Cape  Horn.  7.  Peru. 

3.  Colombia.  8.  Strait  of  Magellan. 
■4.  ■  Eucador.  9.  Uruguay. 

5.  Guiana.  10.  Venezuela. 

78.  Locations.  Locate  the  above  features  by  the  method  set  forth  in 
Sec.  18. 

79.  Drill.     Use  the  drills  suggested  in  See.  19. 

80.  Test.     Apply  the  test  methods  suggested  in  Sec.  20. 

81.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  South  America  (first  time  over)  :  Amazon  River,  Andes  Mts., 
Antarctic  Ocean.  Argentina.  Atlantic  Ocean,  Brazil.  Buenos  Aires.  Carib- 
bean Sea,  Chile,  Pacific  Ocean,  Rio  de  Janeiro,  Valparaiso. 

(fe)    United  States  (first  time  over)  : 

Physical  Features.  Water:  Atlantic  Ocean,  Chesapeake  Bay,  Colorado 
River,  Columbia  River.  Connecticut  River,  Great  Lakes.  Great  Salt  Lake, 
Gulf  of  Mexico,  Hudson  Bay,  Lake  Champlain,  Lake  Erie.  Lake  Huron, 
Lake  Michigan,  Lake  Ontario,  Lake  Superior.  Massachusetts  Bay,  Missis- 
sippi  River,   Missouri   River,   Niagara   Falls,   Ohio  River.   Pacific   Ocean, 

(37) 


Potomac  River,  Puget  Sound,  Rio  Grande,  San  Francisco  Bay,  St.  Lawrence 
River. 

Physical  Features,  Land:  Adirondack  Mts.,  Appalachian  IMts..  Cape 
Cod,  Cape  Hatteras,  Cascade  Mts.,  Coast  Range.  Long  Island.  Mississippi 
Valley,  Rocky  Mts.,  Sierra  Nevada  Mts.,  Yellowstone  Park. 

(c)  The  Earth  as  a  Whole  (second  time  over)  :  Antarctic  Circle,  Arctic 
Circle,  Equator,  North  Frigid  Zone,  North  Temperate  Zone,  South  Frigid 
Zone.  South  Temperate  Zone,  Torrid  Zone,  Tropic  of  Cancer,  Tropic  of 
Capricorn. 

See  Sec.  21  for  suggestions  concerning  review. 


AFRICA.    (Second  time  over.) 

82.  Outline  Map  Sketching.  Apply  the  method  described  in  Sec.  16. 
See  Sec.  28  for  suggestive  hints  to  aid  in  sketching  the  outline  of  Africa. 

83.  Pronunclvtiox.  Apply  Sec.  17.  The  following  features  are  to  be 
taken  up  in  this  unit : 

1.  Abyssinia.  9.  Madagascar. 

2.  Algeria.  10.  ^Morocco. 

3.  Atlas  Mts.  11.  Sahara  Desert. 

4.  Azores  Islands.  12.  St.  Helena  Island. 

5.  Canary  Islands.  13.  Suez  Canal. 

6.  Darkest  Africa.  14.  Tripoli. 

7.  Gulf  of  Guinea.  15.  Tunis. 

8.  Kongo  Free  State. 

84.  Locations.  Teach  the  location  of  the  above  features  by  the  method 
set  forth  in  Sec.  18. 

85.  Drill.     Use  the  drills  suggested  in  Sec.  19. 

86.  Test.     Apply  the  test  methods  suggested  in, Sec.  20. 

87.  Review.  Drill  nnd  test  the  class  in  the  location  of  the  following 
features : 

(a)  Africa  (first  time  over)  :  Alexandria,  Antarctic  Ocean,  Atlantic 
Ocean,  Barbarj^  States,  Cairo,  Cape  Colony,  Cape  of  Good  Hope,  Cape 
Town,  Egypt,  Indian  Ocean,  Isthmus  of  Suez,  Kongo  River,  Mediterranean 
Sea,  Nile  River,  Red  Sea,  Strait  of  Gibraltar. 

(6)  California  (first  time  over)  :  Arizona,  Cape  Mendocino,  Coast  Range, 
Colorado  River,  Farallone  Islands,  Golden  Gate,  Mexico,  Mohave  Desert, 
Monterey  Bay,  Nevada.  Oregon,  Pacific  Ocean,  Sacramento  River,  Salton 
Sea,  San  Francisco  Bay.  San  Joaquin  River,  Santa  l^arliara  Channel.  Santa 
Cutalina  Island,  IMt.  Shasta.  Sierra  Nevada  Mts.,  Talioe  Lake,  Tehachapi 
Pass,  Tulare  Lake.  Yoscmite  Valley. 

(38) 


(c)  North  America  (second  time  over)  :  Bering  Sea,  Bering  Strait, 
Caribbean  Sea,  Cuba,  Greenland,  Gulf  of  California,  Gulf  of  St.  Lawrence, 
Havana,  Hawaiian  Islands,  Isthmus  of  Panama,  Lower  California,  Mexico, 
Montreal,  Newfoundland,  New  Orleans,  Porto  Rico,  Rio  Grande,  San  Fran- 
cisco, Vancouver  Island,  West  Indies,  Yukon  River. 

See  Sec.  21  for  suggestions  concerning  review. 

AUSTRALIA  AND  PACIFIC  ISLANDS.     (Second  time  over.) 

88.  OuTLiXE  Map  Sketching.  Apply  the  method  described  in  Sec.  16. 
See  Sec.  S-t  for  suggestive  hints. 

89.  PRO]sruNCL\.TiON.  Apply  the  method  set  forth  in  Sec.  17.  The 
following  features  are  to  be  taken  up  in  this  unit : 

1.  Borneo.  6.  New  Guinea. 

2.  Guam.  7.  Samoan  Islands. 

3.  Java.  8.  Sumatra. 

4.  Luzon  Island.  9.  Tasmania. 

5.  Melbourne. 

90.  Locations.  Teach  the  location  of  the  above  features  by  applying 
the  method  set  forth  in  Sec.  18. 

91.  Drill.     Apply  the  drills  suggested  in  Sec.  19. 

92.  Test.     Apply  Sec.  20. 

93.  Review.  Drill  and  test  the  class  in  the  location  of  the  follo-^dng 
features : 

(a)  Australia  and  Pacific  Islands  (first  time  over)  :  Australia,  East 
Indies,  Hawaiian  Islands,  Honolulu,  Indian  Ocean,  International  Date 
Line,  Manila,  New  Zealand,  Pacific  Ocean,  Philippines,  Sydney. 

(&)  The  Earth  as  a  Whole  (second  time  over)  :  Antarctic  Circle,  Arctic 
Circle,  Equator,  North  Frigid  Zone,  North  Temperate  Zone,  South  Frigid 
Zone,  South  Temperate  Zone,  Torrid  Zone,  Tropic  of  Cancer,  Tropic  of 
Capricorn. 

(c)  South  America  (second  time  over)  :  Bolivia,  Cape  Horn,  Colombia, 
Ecuador,  Guiana,  Paraguay,  Peru,  Strait  of  Magellan,  Uruguay,  Venezuela. 

See  Sec.  21  for  suggestions  concerning  review. 


ASIA.    (Second  time  over.) 

94.  Outline  Map  Sketching.     Apply  the  method  set  forth  in  Sec.  16. 
See  Sec.  40  for  suggestive  hints. 

95.  Pronuncl\tion.     Apply  Sec.  17.    The  following  features  are  to  be 
taken  up  in  this  unit : 

1.  Afghanistan.  3.  Bay  of  Bengal. 

2.  Arabian  Sea.  4.  Bombay. 

(39) 


5.  Ceylon.  14.  Manchuria. 

6.  China  Sea.  15.  Mt.  Everest. 

7.  Dead  Sea.  16.  Persian  Gulf. 

8.  Formosa.  17.  Siani. 

9.  Hoang-ho.  18.  Ural  Mts. 

10.  Hongkong.  19.  Ural  River. 

11.  Japan  Sea.  20.  A^adivostok. 

12.  Kamchatka.  21.  Yangtse-kiang. 

13.  Korea.  22.  Yokohama. 

96.  Locations.  Teach  the  location  of  the  above  features  by  applying 
the  suggestions  in  Sec.  18. 

97.  Drill.     Apply  the  drills  outlined  in  Sec.  19. 

98.  Test.     Apply  Sec.  20. 

99.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  Asia  (tir.st  time  over)  :  Arabia.  Arctic  Ocean.  Black  Sea,  Calcutta, 
Caspian  Sea.  Chinese  Empire,  Desert  c5f  Gobi,  Euphrates  River,  Ganges 
River,  Himalaya  Mts..  India,  Indian  Ocean,  Indus  River,  Japan,  Jerusalem, 
Jordan  River.  ]\Iecca.  Pacific  Ocean,  Peking,  Persia.  Red  Sea,  Siberia, 
Steppes,  Tibet,  Tokio,  Turkey   (Asiatic). 

(&)  North  America  (second  time  over)  :  Bering  Sea,  Bering  Strait, 
Caribbean  Sea,  Cuba,  Greenland.  Gulf  of  California,  Gulf  of  St.  Lawrence, 
Havana.  Hawaiian  Islands,  Isthmus  of  Panama,  Lower  California,  Mexico, 
Montreal,  Newfoundland,  New  Orleans,  Porto  Rico,  Rio  Grande,  San  Fran- 
cisco, Vancouver  Island,  West  Indies,  Yukon  River. 

(c)  Africa  (second  time  over)  :  Abyssinia,  Algeria,  Atlas  ]\Its.,  Azores 
Islands,  Canary  Islands,  Darkest  Africa,  Gulf  of  Guinea,  Kongo  Free  State, 
Madagascar,  Morocco,  Sahara  Desert,  St.  Helena  Island,  Suez  Canal, 
Tripoli,   Tunis. 

See  Sec.  21  for  suggestions  concerning  review. 


EUROPE.    (Second  time  over.) 

100.  Oi'iLLXK  M.\i'  Sketching.     Apply  the  method  di'sci-ihed  in  Sec.  16. 
See  Sec.  46  for  hiiils. 

101.  I'HfixixciATioN.     Apply  Sec.  17.    The  following  features  are  to  be 
take'ti  lip  ill  the  treatment  of  this  iiiiit  : 

1.  Adriatic  Sea.  7.  Brussels. 

2.  Aegean  Sea.  H.  (Jauea.sus  .Mts. 
'■\.  Appennine.s.  i).   Edinburgh. 

4.  Athens.  10.    I'^nglish  Channel. 

5.  Baltic  Sea.  11.   (Jiliraltar. 

6.  Bay  of  Biscay.  12.  Lake  (Jeneva. 

(40) 


13.  Liverpool.  20.  Strait  of  Dover. 

14.  Madrid.  21.  Strait  of  Gibraltar. 

15.  Naples.  22.  Thames  River. 

16.  North  Sea.  23.  The  Hague. 

17.  Pyrenees  Mts.  2-4.  Tiber  River. 

18.  Rhine  River.  25.  Venice. 

19.  Seine  River.  26.  Vesuvius. 

102.  Locations.  Teach  the  location  of  the  above  features  by  applying 
the  methods  set  forth  in  Sec.  18. 

103.  Drill.     T'se  the  drills  suggested  in  Sec.  19. 

104.  Test.     Apply  Sec.  20. 

105.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  Europe  (first  time  over)  :  Alps  Mts.,  Arctic  Ocean.  Atlantic  Ocean, 
Austria-Hungary.  Belgium.  Berlin,  Black  Sea,  Bosporus,  Bulgaria, 
Caspian  Sea.  Constantinople.  Danube  River.  Dardanelles.  Denmark, 
England.  France.  Germany,  Great  Britain,  Greece.  Holland,  Iceland.  Ire- 
land. Italy.  London.  ^Mediterranean  Sea.  Norway,  Paris,  Portugal.  Rome, 
Roumania.  Russia.  Scotland.  Sicily.  Spain.  St.  Petersburg,  Sweden,  Switzer- 
land, Turkey  (European). 

(&)  The  Earth  as  a  Whole  (second  time  over)  :  Antarctic  Circle,  Arctic 
Circle,  Equator.  North  Frigid  Zone,  North  Temperate  Zone.  South  Frigid 
Zone,  South  Temperate  Zone.  Torrid  Zone.  Tropic  of  Cancer,  Tropic  of 
Capricorn. 

(c)  South  America  (second  time  over)  :  Bolivia.  Cape  Horn.  Colombia, 
Ecuador,  Guiana.  Paraguay,  Peru,  Strait  of  Magellan,  Uruguay,  Venezuela. 

(d)  Australia  and  Pacific  Islands  (second  time  over)  :  Borneo,  Guam. 
Java,  Luzon  Island,  ^Melbourne,  New  Guinea,  Samoan  Islands,  Sumatra, 
Tasmania.      . 

See  See.  21  for  suggestions  concerning  the  method  of  the  review. 

UNITED  STATES.     (Second  time  over.) 

106.  Outline  Map  Sketching.  Apply  the  method  set  forth  in  Sec.  16. 
See  Sec.  52  for  hints. 

107.  Pronunciation.  Apply  Sec.  17.  The  following  features  are  to  be 
taken  up  in  the  treatment  of  this  unit : 

(a)   States  and  Territories: 

1.  Alabama.  5.  Colorado. 

2.  Arizona.  6.  Connecticut. 

3.  Arkansas.  7.  Delaware. 

•4.  California.  8.  District  of  Columbia. 

(41) 


9.  Florida. 

10.  Georgia. 

11.  Idaho. 

12.  Illinois. 

13.  Indiana. 

14.  Indian  Territory. 

15.  Iowa. 

16.  Kansas. 

17.  Kentucky. 

18.  Louisiana. 

19.  Maine. 

20.  Maryland. 

21.  Massachusetts. 

22.  Michigan. 

23.  Minnesota. 

24.  Mississippi. 

25.  Missouri. 

26.  Montana. 

27.  Nebraska. 

28.  Nevada. 

29.  New  Hampshire. 

( b )    Cities  : 

1.  Boston. 

2.  Chicago. 

3.  Denver. 

4.  New  Orleans. 

5.  New  York. 

6.  Omaha. 


30.  New  Jersey. 

31.  New  Mexico. 

32.  New  York. 

33.  North  Carolina. 

34.  North  Dakota. 

35.  Ohio. 

36.  Oklahoma. 

37.  Oregon. 

38.  Pennsylvania. 

39.  Rhode  Island. 

40.  South  Carolina. 

41.  South  Dakota. 

42.  Tennessee. 

43.  Texas. 

44.  Utah. 

45.  Vermont. 

46.  Virginia. 

47.  Washington. 

48.  West  Virginia. 

49.  Wisconsin. 

50.  Wyoming. 

7.  Salt  Lake  City. 

8.  San  Francisco. 

9.  Seattle. 

10.  St.  Louis. 

11.  Washington. 


108.  Locations.  Teach  the  location  of  the  above  features  by  applying 
the  method  set  forth  in  Sec.  18.  In  this  unit  there  are  so  many  new 
locations  to  teach  that  the  work  must  be  done  in  installments.  Take  up  the 
states  in  the  groups  in  which  they  have  been  treated  in  the  Introductory 
Geography  text-book:  New  England  States;  ^Middle  Atlantic  States; 
Southern  States;  Central  States;  and  Western  States.,  Drill  and  test  the 
class  in  the  location  of  the  states  of  each  group  before  passing  on  to  the 
next.    In  this  way  confusion  will  be  avoided. 

When  the  states  have  been  thoroughly  treated,  take  up  the  location  of 
the  cities. 

109.  Drill.     T'se  the  drills  set  forth  in  Sec.  19. 


110.  Te.st.  Each  group  should  be  tested  when  it  has  been  sufficiently 
drilled  upon.  The  final  test  should  involve  the  wliole  list  of  states  and 
cities.  For  this  exercise  have  at  hand  outline  maps  of  the  United  States 
showing  the  outlines  of  all  the  states  and  territories.  Then  apply  the 
method  suggested  in  Sec.  20,  subdivision  (a).     Have  the  pupils  write  the 

(42) 


numbers  instead  of  the  names. 
Sec.  19.  subdivision  (d). 


Test,  also,  with  the  method  described  in 


111.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)    United  States  (first  time  over)  : 

Physical  Features,  Water :  Atlantic  Ocean,  Chesapeake  Bay,  Colorado 
River,  Columbia  River,  Connecticut  River,  Great  Lakes,  Great  Salt  Lake, 
Gulf  of  Mexico,  Hudson  River.  Lake  Champlain,  Lake  Erie,  Lake  Huron, 
Lake  Michigan,  Lake  Ontario,  Lake  Superior,  Massachusetts  Bay,  ]Missis- 
sippi  River,  Missouri  River,  Niagara  Falls,  Ohio  River,  Pacific  Ocean, 
Potomac  River,  Puget  Sound,  Rio  Grande,  San  Francisco  Bay,  St.  Lawrence 
River. 

Physical  Features,  Land:  Adirondack  Mts.,  Appalachian  Mts.,  Cape 
Cod,  Cape  Hatteras,  Cascade  Mts.,  Coast  Range,  Long  Island,  Mississippi 
Valley,  Rocky  Mts.,  Sierra  Nevada  Mts.,  Yellowstone  Park. 

(&)  Xorth  America  (second  time  over)  :  Bering  Sea.  Bering  Strait, 
Caribbean  Sea,  Cuba,  Gulf  of  California,  Gulf  of  St.  Lawrence,  Havana, 
Hawaiian  Islands,  Isthmus  of  Panama,  Lower  California,  IMexico,  Montreal, 
Newfoundland.  New  Orleans.  Porto  Rico,  Rio  Grande,  San  Francisco, 
Vancouver  Island,  "West  Indies,  Yukon  River. 

(c)  Africa  (second  time  over)  :  Abyssinia,  Algeria,  Atlas  INIts.,  Azores 
Islands,  Canary  Islands,  Darkest  Africa,  Gulf  of  Guinea,  Kongo  Free  State, 
Madagascar,  Morocco,  Sahara  Desert,  St.  Helena  Island,  Suez  Canal, 
Tripoli,  Tunis. 

(d)  Asia  (second  time  over)  :  Afghanistan,  Arabian  Sea,  Bay  of  Bengal, 
Bombay.  Ceylon,  China  Sea,  Dead  Sea,  Formosa,  Hoang-ho,  Hongkong, 
Japan  Sea.  Kamchatka,  Korea,  Manchuria,  Mt.  Everest,  Persian  Gulf,  Siam, 
Ural  ]\Its..  Ural  River,  Vladivostok,  Yangtse-kiang,  Yokohama. 

See  Sec.  21  for  suggestions  concerning  the  method  of  the  review. 


CALIFORNIA.     (Second  time  over.) 

112.  Outline  Map  Sketching.     Apply  the  method  set  forth  in  Sec.  16. 
See  Sec.  58  for  hints. 

113.  Pronunciation.     Apply  Sec.  17.    The  following  political  features 
are  to  be  taken  up  in  this  unit : 

1.  Alameda  County. 

2.  Berkeley. 

3.  Contra  Costa  County. 

4.  Eureka. 

5.  Fresno. 

6.  Fresno  County. 

7.  Kern  County. 

8.  Los  Angeles. 

9.  Los  Angeles  Countv. 


10.  Mare  Island  Navy  Yard. 

11.  Marin  County. 

12.  Monterey  County. 
Napa  County. 
Oakland. 

15.  Sacramento. 

16.  Sacramento  County. 
San  Diego. 
San  Diego  Countv. 


13. 
14. 


17. 

18. 


(43) 


19.  San  Francisco.  24.  Santa  Clara  County. 

20.  San  Jose.  25.  Solano  County. 

21.  San  Mateo  County.  26.  Sonoma  County. 

22.  Santa  Barbara.  27.  Stanford  University. 

23.  Santa  Barbara  County. 

Xote:  A  clear  idea  of  the  location  of  each  of  the  above  would  seem  to  be 
of  value  to  any  well-informed  Californian.  But  in  addition  there  should 
be  added  to  this  list  such  local  features  as  it  may  be  necessary  for  the  pupils 
to  hold  in  visual  memory.  Thus  in  the  schools  of  Kings  County  there 
should  be  added  to  the  list  the  following:  Kings  River,  Hanford,  Kings 
County,  Tulare  County,  and  San  Luis  Obispo  County.  And  in  like  manner 
in  Sonoma  County  it  would  be  well  to  include  Petaluma,  Santa  Rosa, 
Healdsburg,  Sonoma.  Lake  County,  and  Mendocino  County  in  the  list. 
Each  teacher  should  add  such  local  features  as  may  be  of  sufficient 
importance.  , 

114.  Locations.  Apply  the  methods  set  forth  in  Sec.  18  in  teaching  the 
location  of  the  above  features. 

It  will  be  well  to  keep  the  counties  in  a  group  during  the  exercises  in 
locating,  location  drills,  and  testing,  so  that  the  class  may  see  clearly  their 
relative  size  and  position  on  the  map. 

115.  Drill.     Apply  the  drills  described  in  Sec.  19. 

116.  Test.     Apply  Sec.  20. 

117.  Review\  Drill  and  tost  the  class  in  the  kication  of  the  following 
features:     (See  Sec.  21  for  suggestions  concerning  review  work.) 

(a)  California  (first  time  over)  :  Arizona,  Cape  Mendocino.  Coast 
Range,  Colorado  River.  Farallone  Islands,  Golden  Gate,  Mexico.  ]\Iohave 
Desert.  ^Monterey  Bay,  Nevada.  Oregon,  Pacific  Ocean,  Sacramento  River, 
Salton  Sea,  San  Francisco  Bay,  San  Joaciuin  River,  Santa  Barbara  Channel, 
Santa  Catalina  Island,  Mt.  Shasta,  Sierra  Nevada  Mts.,  Tahoe  Lake, 
Tehachapi  Pass,  Tulare  Lake,  Yosemite  Valley. 

{h)  South  America  (second  time  over)  :  Bolivia,  Cape  Horn,  Colombia, 
Ecuador,  Guiana.  Paraguay .  I'cni.  Strait  of  Magellan,  Uruguay,  Venezuela. 

(c)  Aiislralld  and  I'dcific  Islands  (second  time  over):  lionico.  (iuam, 
Java,  Ijuzon  Ishmd.  Mcllioiirne,  New  Guinea.  Saiiionn  Ishinds.  Siiiii;i1r;i. 
Tasmania. 

(d)  Europe  (second  time  (»v('r)  :  Adrialie  Se;i.  Aegean  Sea,  Appennines, 
Athens,  Baltic  Sea,  l>a>-  of  Biscay,  lii-nss(»ls,  Caucasus  Mts.,  Edin- 
burgh, JMiglisli  ('liaiuiel,  (iihraltai'.  I^ake  (Jeneva.,  Liverpool,  ^Madrid, 
Naples.  North  Sea.  I'\  renees  Mts.,  Rhine  l\iver,  Seine  River,  Strait  of  Dover, 
Strait  of  Gibraltar,  '^riiaines  River,  The  Ilauin'.  Tihei'  River.  X'eiiice, 
Vesuvius. 

(e)  Asia  (second  lime  ovei-)  :  Ai"ghanistan.  .\ral»ian  Sea,  Bay  of  Bengal, 
Bombay,   Ceylon.   China    Sea.    Dead    Sea.    l^'oi-inosa.    Iloani:-lio.    llonizk'ong, 

(44) 


Japan  Sea,  Kamchatka,  Korea,  Manchuria.  Mt.  Everest,  Persian  Gulf,  Siani, 
Ural  Mts.,  Ural  River.  Vladivostok,  Yangtse-kiang.  Yokohama. 

(/)    United  States  (second  time  over)  : 

States  and  Territories :  Alabama.  Arizona.  Arkansas.  California,  Colo- 
rado. Connecticut,  Delaware,  District  of  Columbia.  Florida,  Georgia,  Idaho, 
Illinois.  Indiana.  Indian  Territory,  Iowa.  Kansas.  Kentucky,  Louisiana, 
Maine,  Maryland.  Massachusetts,  Michigan,  Minnesota.  Mississippi, 
Missouri,  Montana,  Nebraska,  Nevada,  New  Hampshire,  New  Jersey,  New 
Mexico,  New  York,  North  Carolina,  North  Dakota.  Ohio.  Oklahoma,  Oregon, 
Pennsylvania,  Rhode  Island.  South  Carolina,  South  Dakota,  Tennessee, 
Texas.  Utah,  Vermont,  Virginia.  Washington.  "West  Virginia,  Wisconsin, 
Wyoming. 

Cities:  Boston.  Chicago.  Denver,  New  Orleans.  New  York,  Omaha,  Salt 
Lake  City,  San  Francisco,  Seattle,  St.  Louis.  Washington. 

[g)  California  (second  time  over)  :  Alameda  County.  Berkeley,  Contra 
Costa  County,  Eureka,  Fresno,  Fresno  County.  Kern  County,  Los  Angeles, 
Los  Angeles  County.  ]Mare  Island  Navy  Yard,  ]\Iarin  County,  Monterey- 
County,  Napa  County,  Oakland,  Sacramento,  Sacramento  County,  San 
Diego.  San  Diego  County,  San  Francisco,  San  Jose,  San  Mateo  County, 
Santa  Barbara,  Santa  Barbara  County,  Santa  Clara  County,  Solano  County, 
Sonoma  County.  Stanford  University'. 

See  Sec.  21  for  sugs'estions  concerning  review  work. 


(45) 


REVIEW  WORK  FOR  THE   SIXTH,  SEVENTH,  AND 

EIGHTH  GRADES. 


The  foregoing-  course  under  ordinary  conditions  should  be  completed  at 
the  end  of  the  fifth  grade.  If,  however,  due  to  special  circumstances,  the 
teacher  is  unable  to  cover  the  work  in  these  two  years  of  the  fourth  and 
fifth  grades  she  should  continue  it  on  its  accustomed  schedule  of  two  periods 
per  week  until  it  has  been  completed.  It  may  be  possible,  on  the  other 
hand,  under  most  favorable  conditions  to  finish  the  course  before  the  close 
of  the  fifth  year;  and  if  this  can  be  done,  (thorough  work  being  the  standard 
at  all  times,)  so  much  the  better.  The  point  is  that  every  part  of  the  course 
should  be  taught  and  each  review  dwelled  upon  until  satisfactory  results 
have  been  attained. 

This  done,  whether  it  be  at  the  end  of  the  fifth  year  or  before  or  after 
that  time,  the  regular  final  review  schedule  should  be  taken  up.  This  work 
requires  one  forty-minute  period  every  second  week,  or  one  fifteen-minute 
period  every  week,  and  should  be  continued  throughout  the  sixth,  seventh, 
and  eighth  grades.  The  class  should  follow  the  review  course  outlined 
below,  and  in  each  review  period  should  cover  as  many  features  as  possible, 
clear  visualizations  of  map  locations  being  the  standard.  In  case  weakness 
is  shown  in  recalling  any  of  the  mental  map  pictures,  enough  drill  work 
(see  Sec.  19)  should  be  given  to  remove  the  difficult3\ 

This  work  should  be  systematic.  If  a  review  period  is  missed  through 
holiday  or  other  interference,  it  should  be  made  up.  Unless  order  and 
sequence  mark  review  exercises  the  map  visualizations  that  have  been 
secured  will  fade  out  and  the  results  of  the  course  will  be  largely  lost. 
Upon  faithful  review  work  depends  the  permanence  of  the  impressions 
gained  in  the  first  two  years'  work. 

Besides  these  regular  bi-weekly  or  Meekly  review  exercises,  the  class 
should  go  over  the  map  geography  of  the  different  areas  as  each  area  comes 
up  for  treatment  in  the  descriptive  geography  course.  Thus,  when  Europe 
is  taken  up  for  descriptive  work  that  work  should  be  prefaced  by  a  brisk 
review  of  the  map  geography  of  Europe,  l)oth  first  and  second  times  over. 
Such  occasional  review  exercises  should  not  be  considered  a  part  of  the 
.systematic  review  work  referred  to  above,  but  should  be  given  when  occasion 
for  them  arises  in  time  taken  from  the  descriptive  geography  course./ 

The  drill  mntliods  outlined  in  Sec.  19,  sul)divisions  (d)  and  (/'),  are 
especially  reconinicnded  for  this  review  work.  They  are  thorough  and 
time-saving.  Each  day's  work  should  include  as  many  features  as  may  be 
thoroughly  treated,  and  the  cla.ss  should  proceed  systematically  from  the 
beginning  1o  the  fix]  of  the  course  as  oiilliiifd  below.     In  this  way  it  will 

(46) 


be  found  possible  to  complete  the  review  of  the  map  geography  of  the  world 
at  least  once  each  school  year.  In  smaller  classes  the  proposed  schedule 
will  make  it  possible  to  cover  the  whole  ground  two  times  each  year. 


The  Earth  as  a  Whole,  first  time  over: 

Africa. 

Antarctic  Ocean. 

Arctic  Ocean. 

Asia. 

Atlantic  Ocean. 

Australia. 


Europe. 
Indian  Ocean. 
North  America. 
Pacific  Ocean. 
South  America. 


2.  The  Earth  as  a  Whole,  second  time  over: 


Antarctic  Circle. 

Arctic  Circle. 

Equator. 

North  Frigid  Zone. 

North  Temperate  Zone. 


South  Frigid  Zone. 
South  Temperate  Zone. 
Torrid  Zone. 
Tropic  of  Cancer. 
Tropic  of  Capricorn. 


3.  North  America,  first  time  over: 

Alaska. 

Appalachian  Mts. 
Arctic  Ocean. 
Atlantic  Ocean. 
Boston. 
Canada. 

Central  America. 
Chicago. 
Great  Lakes. 
Gulf  of  Mexico. 


Hudson  Bay. 
Mexico. 

Mississippi  River. 
New  York  City. 
Pacific  Ocean. 
Rocky  Mts. 
St.  Lawrence  River. 
United  States. 
Washington  City. 


North  America,  second  time  over. 

Bering  Sea. 

Bering  Strait. 

Caribbean  Sea. 

Cuba. 

Greenland. 

Gulf  of  California. 

Gulf  of  St.  Lawrence. 

Havana. 

Hawaiian  Islands. 

Isthmus  of  Panama. 

Lower  California. 


Mexico. 
Montreal. 
Newfoundland. 
New  Orleans. 
Porto  Rico. 
Rio  Grande. 
San  Francisco. 
Vancouver  Island. 
West  Indies. 
Yukon  River. 


(47) 


5.  South  America,  first  time  over: 

Amazon  River. 
Andes  ]\Its. 
Antarctic  Ocean. 
Argentina. 
Atlantic  Ocean. 
Brazil. 

6.  South  America,  second  time  over 

Bolivia. 
Cape  Horn. 
Colombia. 
Ecuador. 
Guiana. 

7.  Africa,  first  time  over: 

Alexandria. 
Antarctic  Ocean. 
Atlantic  Ocean. 
Barbary  States. 
Cairo. 

Cape  Colony. 
Cape  of  Good  Hope. 
Cape  Town. 

8.  Africa,  second  time  over: 

Abyssinia. 
Algeria. 
Atlas  :\Its. 
Azores  Islands. 
Canary  Islands. 
Darkest  Africa. 
Gulf  of  Guinea. 
Kongo  Free  State. 


Buenos  Aires. 
Caribbean  Sea. 
Chile. 

Pacific  Ocean. 
Rio  de  Janeiro. 
Valparaiso. 


Paraguay. 

Peru. 

Strait  of  ^Magellan. 

I.^ruguay. 

Venezuela. 


Egypt. 

Indian  Ocean. 
Isthmus  of  Suez. 
Kongo  River. 
Mediterranean  Sea. 
Nile  River. 
Red  Sea. 
Strait  of  Gibraltar. 


IMadagascar. 

^Morocco. 

Sahara  Desert. 

St.  Helena  Island. 

Suez  Canal. 

Tripoli. 

Tunis. 


9.  Australia  and  Pacific  Islands,  first  time  over: 

Australia.  IManihi. 

East  Indies.  New  Zealaiul. 

Hawaiian  Islands.  Pacific  Ocean. 

Honolulu.  Philippines. 

Indian  Ocean.  Sydney. 
Tti1ern;it  ion;il   I  )ate  Tjine. 

10.  Australia  dud  fad  fie  Islands,  second  time  over: 


Borneo. 

Guam. 

Java. 

Luzon  Island. 

"Mel1)f»iirne. 


Now  Guinea. 
Samoan  Islnnds. 
Suinat  r;i. 
T;isni;ini;i. 


(48) 


11.  Asia,  first  time  over: 
Arabia. 

Arctic  Ocean. 
Black  Sea. 
Calcutta. 
Caspian  Sea. 
Chinese  Empire. 
Desert  of  Gobi. 
Euphrates  Eiver. 
Ganges  River. 
Himalaya  INIts. 
India. 

Indian  Ocean. 
Indus  River. 

12.  Asia,  second  time  over: 
Afghanistan. 
Arabian  Sea. 

Bay  of  Bengal. 
Bombay. 
Ceylon. 
China  Sea. 
Dead  Sea. 
Formosa. 
Hoang-ho. 
Hongkong. 
Japan  Sea. 

13.  Europe,  first  time  over 
Alps  Mts. 

Arctic  Ocean. 

Atlantic  Ocean. 

Austria-Hungary. 

Belgium. 

Berlin. 

Black  Sea. 

Bosporus. 

Bulgaria. 

Caspian  Sea. 

Constantinople. 

Danube  River. 

Dardanelles. 

Denmark. 

England. 

France. 

Germany. 

Great  Britain. 

Greece. 

4 BUL.    4 


(40) 


Japan. 

Jerusalem. 

Jordan  River. 

]\Iecca. 

Pacific  Ocean. 

Peking. 

Persia. 

Red  Sea. 

Siberia. 

Steppes. 

Tibet. 

Tokio. 

Turkey  ( Asiatic ; 


Kamchatka. 

Korea. 

Manchuria. 

Mt.  Everest. 

Persian  Gulf. 

Siam. 

Ural  Mts. 

Ural  River. 

Vladivostok. 

Yangtse-kiang 

Yokohama. 


Holland. 

Iceland. 

Ireland. 

Italy. 

London. 

Mediterranean  Sea. 

Norway. 

Paris. 

Portugal. 

Rome. 

Roumania. 

Russia. 

Scotland. 

Sicily. 

Spain. 

St.  Petersburg. 

Sweden. 

Switzerland. 

Turkey   ( Europea  1 1 ) , 


14.  Europe,  second  time  over 
Adriatic  Sea. 
Aegean  Sea. 
Appennines. 
Athens. 
Baltic  Sea. 
Bay  of  Biscay. 
Brussels. 
Caucasus  Mts. 
Edinburgh. 
English  Channel. 
Gibraltar. 
Lake  Geneva. 
Liverpool. 


Madrid. 
Naples. 
North  Sea. 
Pyrenees  ]\Its. 
Rhine  River. 
Seine  River. 
Strait  of  Dover. 
Strait  of  Gibraltar. 
Thames  River. 
The  Hague. 
Tiber  River. 
Venice. 
Vesuvius. 


15.  Unilcd  Slates,  first  time  over 
Physical  Features,  Water : — 
Atlantic  Ocean. 
Chesapeake  Bay. 
Colorado  River. 
Columbia  River. 
Connecticut  River. 
Great  Lakes. 
Great  Salt  Lake. 
Gulf  of  Mexico. 
Hudson  River. 
Lake  Champlain. 
Lake  Erie. 

• 

Lake  Huron. 
Lake  Michigan. 


Lake  Ontario. 
Lake  Superior. 
Massachusetts  Bay. 
Mississippi  River. 
Missouri  River. 
Niagara  Falls. 
Ohio  River. 
Pacific  Ocean. 
Potomac  River. 
Puget  Sound. 
Rio  Grande. 
San  Francisco  Bay. 
St.  Lawrence  River. 


Physical  Features,  Land  :- 
Adirondack  Mts. 
Appahichian  .Mts. 
Cape  Cod. 
Cape  Hatteras. 
Cascade  Mts. 
Coast  Range. 


Long  IsIjukI. 
Mississippi  Valley. 
Rocky  Mts. 
Sierra  Nevada  Mts. 
Yellowstone  Park. 


Ki.   I  11  lied.  Slates,  second  lime  over: 
Stales  and  ^'crrilnrics  ■ 
AlabiiniM. 
.\  i-i/(ina. 
Ai-kansas. 
California. 
( '(tl()i';i(|f». 

(HO) 


( 'onnrcl  if'ut. 

I  )('Ia\varo. 

Dist  rict  ol"  ('(iliiii:!'i;i, 

I'^lorida. 

Georgia. 


Idaho. 
Illinois. 
Indiana. 

Indian  Territory 
Iowa. 
Kansas. 
Kentucky. 
Louisiana. 
Maine. 
IMaryland. 
]\Iassachusetts. 
]\richigan. 
Minnesota. 
Mississippi. 
Missouri. 
Montana. 
Nebraska. 
'  Nevada. 
New  Hampshire. 
New  Jersey. 

Cities : 
Boston. 
Chicago. 
Denver. 
New  Orleans. 
New  York. 
Omaha. 


New  Mexico. 

New  York. 

North  Carolina. 

North  Dakota. 

Ohio. 

Oklahoma. 

Oregon. 

Pennsylvania. 

Rhode  Island. 

South  Carolina. 

South  Dakota. 

Tennessee. 

Texas. 

Utah. 

Vermont. 

Virginia. 

Washington. 

West  Virginia. 

Wisconsin. 

Wvoming. 


Salt  Lake  City 
San  Francisco. 
Seattle. 
St.  Louis. 
Washington. 


17.  California,  first  time  over 
Arizona. 

Cape  Mendocino. 
Coast  Range. 
Colorado  River. 
Farallone  Islands. 
Golden  Gate. 
Mexico. 

Mohave  Desert. 
IMonterey  Bay. 
Nevada. 
Oregon. 
Pacific  Ocean. 


Sacramento  River. 
Salton  Sea. 
San  Francisco  Bay. 
San  Joaquin  River. 
Santa  Barbara  Channel. 
Santa  Catalina  Island. 
Mt.  Shasta. 
Sierra  Nevada  ]\Its. 
Tahoe  Lake. 
Tehachapi  Pass. 
Tulare  Lake. 
Yosemite  Vallev. 


(•-.1) 


18.  Calif ornia,  second  time  over: 
Alameda  County. 
Berkeley. 

Contra  Costa  County. 
Eureka. 
Fresno. 

Fresno  County. 
Kern  Count}^ 
Los  Angeles. 
Los  Angeles  County. 
Mare  Island  Navy  Yard. 
Marin  County. 
Monterey  County. 
Napa  County. 
Oakland. 


Sacramento. 

Sacramento  County. 

San  Diego. 

San  Diego  County. 

San  Francisco. 

San  Jose. 

San  Mateo  County. 

Santa  Barbara. 

Santa  Barbara  County. 

Santa  Clara  County. 

Solano  County. 

Sonoma  County. 

Stanford  University. 


(r.:i) 


Fig.  I. 

Chalk  Relief  of  Scandinavia. 


SCANDINAVIA: 

AN    EXAMPLE  OF  THE 

CHALK-TALK   METHOD   IN   GEOGRAPHY 


BY 

WALTER  J.  KENYON 

Supervisor  of  Geography,  State  Normal  School 
San  Francisco 


PUBLISHED   BY  THE   GRADUATES  OF  THE 

SAN    FRANCISCO  STATE  NORMAL  SCHOOL 
January,  1904 


Copyright    1904 
By   Walter  J.    Kenyon 


METHOD  IX   GEOGRAPHY  TEACHING. 

A  text-book  in  geography  can  furnish  maps  and  can  serve  as  a  statistical 
reference  book ;  but  by  the.  nature  of  the  case,  a  text-book  can  never  be  an 
important  source  of  that  body  of  general  information  which  it  is  the  essential 
purpose  of  geography  teaching  to  furnish.  In  order  to  give  pupils  prac- 
ticable information  concerning  the  conditions  in  foreign  countries — modes  of 
living,  agricultural,  industrial,  social,  and  climatic  conditions,  etc.,  it  is  neces- 
sary that  the  child  should  receive  it  in  concrete  form,  chiefly  in  mental  pic- 
tures which  he  may  clearly  visualize.  It  is  not  necessary,  nor  is  it  even  desir- 
able, that  the  pupil  should  remember  these  varied  details ;  but  these  concrete 
pictures  are  the  only  material  out  of  which  generalizations  can  be  constructed, 
and  the  mass  of  such  details  will  fade  away  into  that  perspective  and  general 
feeling  which  all  persons  of  general  intelligence  possess.  But  it  is  neces- 
sary for  the  pupil  to  go  through  this  mass  of  concrete  detail  in  order  to 
comprehend  a  generalization  he  may  find  in  the  text.  The  fields  of  geo- 
graphical information  are  so  vast  and  so  varied  that  a  text-book  which  would 
include  this  concrete  material  necessarily  must  be  a  library  of  books.  No 
two  covers  could  possibly  encompass  this  varied  mass.  The  texts  there- 
fore are  necessarily  so  condensed  and  the  language  into  which  the  facts 
must  be  compressed  so  general  and  abstract,  that  concrete  picture-thinking 
is  impossible  from  them.  The  pupil  cannot,  therefore,  read  the  texts  under- 
standingly ;  and  if  he  succeeds  in  making  out  the  words,  they  do  not  create 
concrete  pictures  for  him.  As  a  consequence,  the  best  that  the  children 
of  the  schools  can  do  is  to  memorize  the  words  of  these  condensed  general 
statements  in  order  to  recite  or  to  pass  the  examinations  necessary  for  pro- 
motion. 

What  are  we  as  teachers  to  do  about  it?  If  consciences  are  perfunctory, 
the  State  Board  of  Education  can  prescribe  texts,  the  State  and  County  Super- 
intendents can  rigidly  enforce  their  exclusive  use,  and  teachers  can  teach 
under  this  wretched  pretense  of  real  instruction ;  but  let  us  at  least  be 
frankly  aware  that  we  are  forcing  indigestible  mental  food  upon  the  chil- 
dren. If  our  consciences  are  not  perfunctory,  we  must  recognize  that  sys- 
tems of  instruction  have  found  only  two  alternative  methods  of  escape  from 
the  wretched  system  of  geography  and  history  teaching  which  formal  ad- 
ministration of  the  schools  permits,  and  has  forced,  and  is  now  forcing,  upon 
the  schools : 

1.  The  Method  of  Supplementary  Reading.  The  schools  may  be  supplied 
by  their  libraries  with  a  variety  of  supplementary  books  in  travel,  charac- 
teristic descriptive  stories  of  adventure  and  incidents  suitable  to  children's 
reading. 

2.  The  Method  of  Oral  Instruction  by  the  Teacher.  In  this  case,  the 
teacher  becomes  the  source  of  this  concrete  knowledge   and  gives   to  the 

(   iii   ) 


(  iv  ) 

pupils  by  oral  talks,  framed  in  matter  and  concrete  form  to  call  up  mental 
pictures  of  distant  countries ;  the  teacher  must  further  work  up  these 
concrete  pictures  into  the  form  of  general  information  which  the  average 
person  of  intelligence  possesses  concerning  those  distant  lands. 

The  first  alternative  method  has  occasionally  been  tried  in  sporadic  in- 
stances, but  owing  to  the  lack,  until  the  very  recent  past,  of  a  reference 
book  to  this  supplementary  material  and  to  tendency  in  this  method  to  drift 
into  wandering  and  foggy  recitations,  it  has  thus  far  not  proved  of  very 
general  acceptance.  Bulletin  No.  2  of  this  series,  prepared  by  Mr.  Frank 
Bunker,  is  really  the  first  and  only  comprehensive  effort  to  offer  a  method, 
and  furnish  a  reference  book  to  supplementary  geographical  readings  for 
school  use.  In  Bulletin  No.  6  of  this  series,  just  issued,  Mr.  Bunker  further 
illustrates  the  method  concretely  in  a  special  treatment  of  China. 

In  the  present  Bulletin,  Mr.  Kenyon  offers  concrete  illustration  of  the  other 
alternative  method — that  of  oral  instruction  combined  with  blackboard 
illustration.  The  German  schools  have  long  made  extensive  use  of  an  oral 
method  in  teaching  geography,  and  Mr.  Kenyon  as  a  supervisor  of  geogra- 
phy teaching  in  the  Training  Schools  of  the  Normal  School  has  worked  out 
with  the  student-teachers  a  feasible  method  of  oral  instruction,  especially 
serviceable  in  the  intermediate  grades,  where  any  reading  by  pupils  is  at- 
tended w'ith  considerable  difficulty.  His  method  also  has  an  advantage  in 
any  grade  where  the  administration  of  the  school  fails  to  supply  sufficient 
supplementary  reading  to  make  the  first  method  practicable.  The  chief 
features  of  the  plan  are  that  the  teacher  reads  the  supplementary  material, 
arranges  it  in  the  form  of  a  chalk  or  blackboard  lesson,  by  which  the  informa- 
tion is  given  concretely  and  systematically ;  and  then  follows  class  dis- 
cussions and  recitations,  concluding  with  memory  drills  and  examinations 
upon  those  final  generalizations  which  constitute  the  knowledge  which 
persons  of  average  general  culture  and  intelligence  possess. 

Neither  of  these  alternative  systems  excludes  the  use  of  the  text.  But 
they  make  use  of  it  for  its  maps,  and  as  a  review  after  the  coiicrctc  informa- 
tion necessary  for  its  comprehension  has  been  acquired. 

For  the  purpose  of  illustrating  this  method  of  teaching  geography  Mr. 
Kenyon  has  selected  Scandinavia  because  it  serves  very  neatly  as  a  type, 
and  permits  brevity  with  some  necessary  degree  of  thoroughness. 

Before  entering  upon  the  industrial,  cultural,  and  descriptive  material  Mr. 
Kcnyon's  method  requires  that  an  accurate  and  clear  mental  picture  of  the 
map  be  established  in  the  pupils'  minds.  The  insistency  he  urges  to  secure 
a  mental  picture  rather  than  what  may  be  mere  pictureless  word-statements 
about  the  map,  will  be  profitably  noted.  Far  too  large  a  majority  of  pupils 
in  the  schools  study  their  maps  in  this  way ;  the  teacher  assigns  a  number 
of  i)laces  to  be  found  upon  the  map.  The  pupils  write  down  the  list,  spend 
much  time  in  finding  them,  and  tlu-reupon  write  down  in  sentences  upon 
paper  the  location,  as,  for  cxam])le,  "  St.  Louis  is  on  the  eastern  boundary  of 
Missouri  upon  the   Mississippi  River."     This  is  what  they  memorize — the 


(    V    ) 

words,  not  the  map.  Such  knowledge,  while  it  too  often  deceives  the  teacher 
in  the  subsequent  recitation,  is  of  little  or  no  value  as  geographical  knowl- 
edge, and  it  can  serve  no  purpose  except  that  of  w^ord-examination.  What  is 
necessary  is  a  clear  map-image  indelibly  impressed  upon  the  visual  memory, 
so  that  the  child  sees  Missouri,  St.  Louis,  the  Mississippi  River,  in  their  rela- 
tive positions  and  as  a  part  of  the  map-image  of  the  United  States.  To  secure 
this  map  memory,  our  school  drill  must  be  upon  maps,  not  upon  zvords,  and 
the  map  must  be  constantly  used  in  the  study  while  the  child's  mind  is  in 
a  state  of  active  attention. 

It  is  assumed  that  before  taking  up  Scandinavia  there  has  been  a  thorough 
map  drill  of  the  whole  world  and  also  of  Europe,  as  detailed  in  the  formal 
course  in  map  geography  as  outlined  in  Bulletin  No.  2  (pp.  12-23).  It  will 
be  noted  that  no  exhaustive  amount  of  map  geography  is  required — 
only  the  picture-memory  of  those  places  and  physical  conditions  with 
which  the  person  of  average  intelligence  is  familiar,  and  which  will  be 
used   in  the  descriptive  material   the  teacher  later  details. 

TREATMENT  OF   THE   LESSON    UNITY. 

The  term  "  lesson  unit "  is  borrowed  from  the  "  Method  of  the 
Recitation,"  by  Charles  and  Frank  McMurry,  a  book  with  which  every 
practical  teacher  should  be  familiar.  The  lesson  unities  are  first  stated. 
Following  each  of  these  lesson  unities,  which  are  printed  in  italics,  are  a 
number  of  references  for  the  teacher's  reading  which  bring  out  the  thought 
of  the  lesson  unity.  One  chief  danger  threatens  this  point  in  method.  The 
teacher  may  be  led  away  from  her  lesson  unity  by  these  mere  incidents  of 
the  reference  cited,  and  consequently  the  class  discussion  becomes  wandering. 
The  only  purpose  of  the  reference  is  to  furnish  concrete  mental  pictures 
illustrative  of  the  lesson  unit,  and  it  is  essential  that  the  teacher  never  allows 
this  thought  of  the  lesson  unit  to  wobble  from  the  focus  of  her  consciousness, 
nor  from  that  of  her  pupils.  The  story  or  mental-picture  material  must 
be  merely  illustrative  of  this  lesson  point.  For  this  reason,  it  will  be  ob- 
served that  in  Mr.  Kenyon's  treatment  he  devotes  some  space,  following 
the  statement  of  the  lesson  unity  to  running  discussion  of  what  is  to  be 
brought  out  of  the  reference  cited  to  illustrate  the  lesson  unit.  In  framing 
chalk  lessons  upon  this  model  the  utmost  care  should  be  taken  that  no 
matter  be  introduced  which  oversteps  the  lesson  unit. 

It  will  also  be  noted  that  the  thought  of  the  lesson  unity  is  sometimes  a 
feeling  and  sometimes  an  industrial  or  physical  fact.  The  first  lesson  unity 
has  for  its  purpose  the  association  with  Scandinavia,  the  poetic  feeling  for 
the  old  Viking  life.  It  is  necessary  that  the  lesson  unit  should  be  feelingly 
presented  as  literature.  If  we  analyze  our  geographical  content  we  find 
that  these  feeling  elements  make  up  a  large  part,  and  they  should  not  be 
neglected  as  they  have  been  in  mere  text  treatment. 

If  the  work  of  instruction  ended  merely  with  the  chalk-talk  the  pupil 
would  not  carry  much  knowledge  away  with  him.      This  stage  is  therefore 


(   vi   ) 

a  second  chief  danger.  It  is  necessary  to  work  up  the  mental  pictures  which 
the  chalk  lesson  presents  by  class  discussions,  and  recitations.  Moreover, 
out  of  each  of  these  chalk  lessons  a  few  formal  facts  are  valuable  for  life, 
and  therefore  must  be  memorized,  and  it  will  be  necessary  to  review  them 
frequently  and  test  pupils  by  examination.  But  facts  learned  in  this  way 
after  a  wealth  of  concrete  pictures  and  incidents  have  been  presented  are 
altogether  different  from  words  memorized  from  a  text-book  without  any 
such  background.  Such  facts  are  the  figures  in  the  foreground,  while  the 
chalk  lesson  is  the  perspective.  It  is  at  this  point  that  the  text-book  may 
profitably  be  introduced  as  one  form  of  review.  Condensed  statement  of 
facts  already  presented  in  concrete  form  is  now  of  service. 

Another  salient  principle  of  method  which  Air.  Kenyon's  treatment  illus- 
trates is  the  order  of  presentation  of  the  chief  elements  of  geographical 
knowledge — map  location,  descriptive  feelings  and  facts,  causal  relations 
in  physical,  social,  and  industrial  geography.  Geography  is  spatial,  and 
these  spatial  relations  are  first  visualized  accurately  and  impressed  indelibly 
upon  the  visual  memor}'.  Then  with  the  map  pictures  are  associated  the 
descriptive  material,  feelings,  incidents,  etc.,  in  concrete  form,  and  from  these 
are  worked  out  general  statements  of  enduring  value.  Finally,  after  the  chil- 
dren know  and  feel  certain  conditions  and  facts,  the  causes  of  these  are 
undertaken.  It  is  needless  to  defend  this  order,  though  it  is  rare  in  geo- 
graphical treatment.  It  is  folly  to  talk  about  geographical  conditions  before 
they  can  be  visualized  accurately,  and  it  is  equal  folly  to  force  pupils  to 
explain  the  causes  of  conditions  of  which  they  know  nothing  as  yet ;  after 
the  conditions  are  known,  then  is  the  time,  by  virtue  of  logic  as  well  as  of 
interest,  to  explain  the  cause. 

For  the  assistance  of  teachers  in  framing  chalk  lessons  in  relation  to  other 
geographical  areas,  upon  the  model  of  Scandinavia  as  presented  by  Mr, 
Kenyon,  the  following  schema  is  given.  Corresponding  with  the  Roman 
numerals  of  this  schema,  there  will  be  found  in  the  Bulletin  the  same 
numerals,  so  that  the  plan  may  be  followed  in  exemplification. 

GEXFRAL   SCHEMA   OF   CHALK    LESSONS. 

I.  Succinct  statement,  at  the  beginning  of  tiie  treatment  of  each  geo- 
graphical area,  of  the  goals  or  lesson  unities  of  this  area.  (For  form,  see 
Bulletins  Xos.  5  and  6.) 

II.  Repetition  of  each  of  these  goals  or  lesson  unities  separately.  (A 
lesson  unity  may,  of  course,  include  several  lessons.) 

III.  Fnlargcment  of  this  statement,  in  style  to  correspond  to  its  inherent 
quality,  aiming  not  to  become  a  source  of  information,  but  to  give  tasty 
suggestions  which  will  lead  t<>  thorougli  reading  by  the  teaclier  of  the 
references  cited ;  and  also  to  touch  ujxjn  all  essential  fields  of  data  obtainable 
in  these  references  necessary  to  ck-velop  the  goal  or  lesson  unity  stated. 
Specific  references  should  be  intcrlartkd  in  the  Ijody  of  this  section. 


(   vii   ) 

IV.  Detailed  references  of  children's  and  teachers'  reading,  annotated 
to  show  the  features  which  illustrate  the  stated  goal  or  lesson  unity. 

V.  (For  lesson  unities  which  have  any  informational  character.)  State- 
ment in  concise  form  of  the  information  to  be  remembered  or  memorized.  A 
test  of  such  information  should  be  whether  or  not  this  knowledge  is  the 
common  posession  of  the  average  person  of  intelligence. 

VI.  Use  text  as  final  review. 

VII.  (a)  (For  those  lesson  unities  stating  physical,  commercial,  or  indus- 
trial features.)  After  the  descriptive  treatment  including  the  feeling  ele- 
ments have  thus  been  presented,  in  I,  II,  III,  and  IV,  proceed  to  explain 
each  specific  feature  of  essential  importance  in  the  given  area,  tracing  its 
development  out  of  physical  causes  and  conditions  (the  influence  of  erosion, 
valley  formation,  winds,  rainfall,  ocean  currents,  etc.,  will  here  be  intro- 
duced, each  treated  with  specific  reference  to  the  local  conditions ;  all  im- 
portant physical  features  will  thus  be  covered,  after  the  descriptive  treatment 
has  aroused  an  interest  in  them,  and  each  treatment  will  be  specific  and  not 
general,  enabling  pupils  to  think  clearly  in  mental  images.  Physical  experi- 
ments, board  drawings,  apparatus,  etc.,  are  here  introduced)  ;  also  state 
and  illustrate  specifically,  each  trade  center  of  each  industry  in  a  given  area, 
tracing  (when  these  are  matters  of  common  knowledge)  the  means  of 
transportation  of  products,  the  chief  foreign  markets,  and  the  chief  products, 
not  only  of  importation,  but  exportation  as  well. 

(b)  (For  social,  historical,  scenic,  or  other  lesson  unities.)  After  the  de- 
scriptive treatment,  including  the  feeling  elements,  have  thus  been  presented 
in  I,  II,  III,  and  W,  proceed  to  trace  the  character  of  the  people  or  other 
feature  under  consideration,  to  their  physical,  industrial,  historical,  or  other 
natural  causes. 

VIII.  (For  lesson  unities  in  which  either  (a)  or  (b)  of  VII  have  any  in- 
formational character.)  Statements  in  concise  form  of  all  knowledge,  be- 
longing to  common  currency,  to  be  remembered  by  pupils. 

General — For  every  paragraph  or  section  of  treatment  throughout ;  the 
pedagogical  purpose  of  the  treatment  or  the  method  of  presentation  should 
be  distinctly  stated,  even  at  the  risk  of  repetition.  This  will  constitute  a 
body  of  practical  pedagogy. 

Frederic  Burk. 


\^ 


NOTE. 

There  is  a  so-called  German  method  of  instructing,  whereby  the  teacher, 
in  a  series  of  familiar  talks  with  his  pupils,  imparts  the  knowledge  content 
of  the  subject  being  taught.  Whereafter,  the  pupils  being  duly  subjected  to 
oral  and  written  tests,  the  teaching  is  complete.  While  to  the  live  American 
teacher  such  a  plan  may  lack  either  foreign  flavor  or  novelty,  it  must  cer- 
tainly appear  to  have  a  special  value  in  those  grades  for  which  there  is  a 
dearth  of  informational  reading.  In  such  a  situation,  the  teacher,  by  the 
word-of-mouth  method,  becomes  the  source  of  that  information  upon  which 
the  lessons  are  based.  It  is  needless  to  remark  that  this  plan  implies  a  free 
perusal,  on  her  part,  of  the  books  whose  contents  she  is  to  assimilate  and  re- 
present to  the  children,  in  such  an  adapted  form  as  will  reach  their  under- 
standing and  win  their  interest.  Meanwhile  it  is  presumed  that  such  meager 
reading  as  is  available  for  the  grade  being  taught  will  be  placed  in  the  chil- 
dren's hands,  as  supplemental  to  the  teacher's  own  descriptions. 

The  addition  to  these  recitals  by  the  teacher  of  suitable  blackboard  sketches, 
done  while  she  talks,  constitutes  the  chalk-talk  treatment  of  a  subject.  Artis- 
tic merit  has  little  to  do  with  the  application  of  this  plan.  The  first  requisite 
is  not  graphic  skill,  but  merely  the  habit  of  making  marks  on  the  board  as 
one  talks.  Of  course,  a  good  drawing  is  always  better  than  a  bad  one,  but 
the  teacher  who  idly  dreams  of  the  things  she  will  do  "  after  she  has  learned 
to  draw  "  will  never  do  any  chalk-talk.  Agreed,  then,  that  technical  excel- 
lence in  the  drawing  is  not  what  we  are  after,  there  is,  however,  one  positive 
requirement.  This  is,  that  the  diagram,  map,  or  sketch  shall  be  done  in  the 
presence  of  the  pupils,  while  you  are  talking  to  them,  and  in  the  most  intimate 
illustration  of  what  you  are  saying.  It  is  evident,  then,  that  this  device  of 
chalk-talk  is  not  exclusively  for  those  who  draw  well,  but  for  every  teacher 
who  has  courage  enough,  or  ambition  enough,  to  make  a  chalk-mark  on  the 
blackboard.  No  better  illustration  of  this  fact  need  be  given  than  our  ex- 
perience with  our  normal  students.  Our  "chalk-talkers  "  are  not  in  any  case 
selected  for  their  graphic  skill.  Every  girl  in  the  school  uses  the  crayon  in  an 
illustrative  way,  in  giving  her  lessons.  She  does  it  as  a  matter  of  course,  just 
as  she  writes.  We  score  our  first  success  when  the  student  "  feels  lost  without 
the  crayon  in  her  hand."  After  the  chalk-talk  habit  is  thus  fixed,  of  course 
some  degree  of  technical  skill  is  readily  imparted.  Once  the  novelty  wears 
off,  blackboard  drawing  is  just  as  facile  a  device  as  blackboard  writing,  and 
just  as  indispensable.  It  should  be  noted  that,  in  the  ensuing  pages,  not  all 
of  the  illustrations  are  pictorial  in  their  nature.  Some  are  maps,  others  are 
diagrams.     But  all  are  equally  exemplifications  of  the  chalk-talk  idea. 

^  ^  ^ 

In  the  following  chalk-talk  treatment  of  Scandinavia  the  original  intention 
was  to  adapt  it  particularly  to  the  fourth  grade,   with  the  belief  that  the 

(    I    ) 


) 


(    2    ) 

bulk  of  it  would  be  available  also  for  the  third.  We  determined  later,  however, 
to  amplify  the  treatment  and  the  reference  list  so  as  to  make  the  study  easily 
adaptable  by  the  teacher  to  upper  grades  as  well.  It  is  taken  for  granted, 
in  any  case,  that  the  beginnings  of  formal  geography  (locating  continents, 
oceans,  etc.)  will  have  been  taught  preceding  any  such  descriptive  study. 
The  present  treatment  opens,  therefore,  with  the  formal  geography  of  the 
specific  region,  Scandinavia.  There  follows  the  descriptive  and  physical 
geography,  based  upon  the  essential  characteristics  of  the  region,  and 
introducing  the  teacher  to  detailed  references.  These  page-by-page  refer- 
ences, it  is  hoped,  will  be  received  with  satisfaction,  as  a  time-saving  device. 
The  books  cited  are  in  every  case  those  which  should  appear  upon  the 
shelves  of  a  school  library. 

Each  sub-topic  is  followed  by  a  suitable  exercise  aiming  to  clinch  and  make 
permanent  to  the  pupil  the  essential  points  presented.  A  book  list  will  be 
found  at  the  end  of  the  bulletin.  W.  J.  K. 

San  Francisco,  January   i,   1904. 


(  3  ) 


FORMAL  GEOGRAPHY  OF  THE  REGION. 

Before  taking  up  the  descriptive  work  which  forms  the  body  of  this 
treatment,  the  formal  geography  of  the  Scandinavian  Peninsula  should  be 
given,  about  as  follows : 

Tn  the  first  place  the  teacher  draws  upon  her  blackboard  a  good-sized 
outline  of  Scandinavia.  She  shows  the  fiord  coast  of  Norway  with  some 
care,  since  this  is  one  of  the  most  important  features  of  the  map.  The  low- 
lands are  now  filled  in  with  green  chalk  and  the  highlands  with  white. 
The  principal  lakes  and  rivers  are  put  in  with  charcoal.  A  few  touches  of 
charcoal  are  used  also  to  shadow  the  highlands  and  so  bring  out  the  relief 
effect  seen  in  Fig.   i. 

This  map  should  be  somewhat  carefully  drawn.  It  is  to  remain  on  the 
board  for  constant  reference  until  the  topic  of  Scandinavia  is  finished. 

There  is  a  very  serviceable  reference  map  of  the  peninsula  in  Redwav's 
Advanced  Geography,  Appendix  XVH.  The  pictured  relief  in  this  bulletin 
(Fig.  i)  is  intended  for  the  teacher's  copying. 

1.  Scandinavia   in   its   relation  to  the   rest  of  Europe. 

Have  the  pupils  find  the  peninsula  on  the  text-book  map  of  Europe.  With 
this  map  before  them  let  them  say  what  waters  and  land  surround  Scandi- 
navia.* Let  them  say  in  what  direction  it  lies  from  us  and  what  ocean  we 
would  cross  to  reach  it.* 

2.  Natural    features. 

Elicit  that  the  highlands  are  in  the  western  part,  chiefly  in  Norway ;.  and 
that  the  lowlands  are  in  the  eastern  part,  chiefly  in  Sweden.* 

Have  the  pupils  notice  the  deeply  indented  coast  of  Norway.  Explain, 
briefl}'  at  this  time,  that  tliese  ocean  inlets  are  called  "  fiords." 

Let  them  notice  that  Sweden,  in  particular,  contains  a  great  many  lakes.* 
Also  that  the  longer  rivers  are  in  Sweden,  showing  that  the  divide  of  the 
peninsula  is  near  the  western  side.* 

*  In  each  of  these  formal  map  exercises  see  that  the  pupil's  statement  is 
based  upon  a  map-image,  and  not  a  ivord-image.  In  the  formula — "  New 
York  lies  at  the  mouth  of  the  Hudson  River." — the  mental  picture  involved 
may  be  any  one  of  three : — 

1.  It  may  be  the  visual  image  of  the  printed  statement,  without  reference 
to  the  map, 

2.  It  may  be  the  auditory  image  of  the  spoken  statement,  without  reference 
to  the  map. 

3.  It  may  be  the  visual  image  of  the  map  area,  containing  New  York  and 
the  Hudson  River  in  their  locations  relative  to  each  other  and  to  the  rest  of 
the  region. 

The  teacher  is  ever  in  danger  of  accepting  No.  i  or  2,  and  supposing  it  to 
be  No.  3. 


) 


C  4  ) 

3.  Political  boundaries. 

Let  the  pupils  tind  the  political  boundaries  between  Norway  and  Sweden 
and  between  these  countries  and  Russia.'^  This  having  been  done,  mark  these 
boundaries  in  red  chalk  upon  your  blackboard  map. 

4.  The  cities  of  Scandinavia. 

On  the  text-book  map  let  the  pupils  find  Stockholm  and  Christiania,  and 
have  them  state  the  location  in  each  case.*  Have  them  locate  also  Gothen- 
berg,  Bergen,  Trondhjem  and  Hammerfest.*  As  fast  as  these  cities  are 
found  locate  them  in  red  chalk  upon  your  blackboard  map. 


The  above  formal  geography  material  need  not  take  up  more  than  one  les- 
son ;  and  if  a  few  minutes  remain,  give  the  first  step  in  fixing  the  map-image. 
(See  page  5.) 

Test. 

Let  each  pupil  trace  an  outline  of  Scandinavia  (as  in  the  first  step  of 
"Fixing  the  Alap-Image."  p.  5).  Let  this  outline  include  also  the  political 
boundaries. 

Have  the  pupils  then  print  the  following  names  in  place :  Atlantic  Ocean, 
Arctic  Ocean,  Baltic  Sea,  Russia,  Norway,  Sweden,  Stockholm,  Christiania, 
Gothenberg,  Bergen,  Trondhjem,  Hammerfest. 

In  naming  the  cities  the  lettering  is  to  be  small  and  local,  and  a  dot  is  to 
be  placed  upon  the  proper  spot. 

Ask  these  questions  in  review : 
Which  country  is  nearly  all  highland  ? 
Which  country  has  the  longer  rivers? 
Where  are  the  fiords  ? 
Where  are  most  of  the  lakes  ? 


(  5  ) 

Fixing  the  Map-Image. 

People  who  can  draw  maps  or  other  forms  from  memory  call  into  action 
two  separate  memories.  One  of  these  is  the  visual,  which  remembers  the 
appearance  of  the  original  copy,  as  to  proportion,  contour,  and  color;  the 
other  is  the  motor  in  which  the  muscles  and  joints  remember  the  motions  re- 
quired to  produce  any  specified  drawing.  By  duly  practicing  the  four  steps 
described  below,  for  two  or  three  minutes  during  each  lesson,  the  average 
pupil  can  learn  to  draw^  any  map,  from  memory. 

First  step. — Tracing  through  thin  paper. 

The  pupil  is  given  an  outline  map*  and  a  sheet  of  transparent  paper.  The 
teacher  has  fastened  the  two  sheets  together  at  the  top.  On  this  transparent 
sheet  the  pupil  traces  the  outline. 

These  tracings  may  be  torn  ofif  and  saved  for  later  use,  while  the  original 
outline  may  be  laid  aside,  to  be  used  again. 

Repeat  this  exercise  for  several  days. 

Second  step. — Copying   (preferably  on  the  blackboard). 

The  teacher  draws  a  large,  strong  outline  on  the  board  or  on  a  large  sheet 
of  paper.  The  pupil  copies  this,  looking  at  it  as  frequently  as  he  pleases. 
The  teacher  passes  rapidly  about  the  room  and  criticises  each  drawing.  Her 
criticism  should  generally  call  attention  to  some  unique  feature  ol  the  outline, 
by  which  it  is  most  readily  memorized.  Thus,  in  the  map  of  California,  the 
north  boundary  is  just  as  long  as  the  adjacent  line  of  the  east  boundar}-.  Or, 
in  Eurasia,  the  southern  point  of  India  is  about  due  south  of  the  Gulf  of  Obi. 

Repeat  this  exercise  for  several  days. 

Third  step. — Copying,  after  one  preliminary  glance. 

The  pupil  is  allow^ed  one  good  look  at  the  teacher's  map,  after  which  it  is 
covered  up  and  the  pupil  proceeds  to  draw  from  memory.  Time,  two  min- 
utes.    Later  reduce  the  time  to  one  minute. 

Each  drawing  is  to  be  criticised  by  the  teacher. 

Repeat  this  exercise  for  several  days.  In  cases  of  slow  progress  revert 
to  first  step. 

Fourth  step. — Time  sketch,  without  copy. 

Pupil  draws  a  one-minute  map,  from  memory.  In  cases  of  slow  progress 
revert  to  third  step,  or  if  need  be,  to  first. 

Repeat  this  exercise  for  several  days. 


In  the  descriptive  work  that  follows,  begin  each  day's  lesson  with  a 
two-minute  blackboard  exercise  on  the  second,  third,  or  fourth  step  of 
Fixing  the  Map-Image. 

*  This  outline  should  be  strong  and  black,  so  as  to  show  clearly  through  the  transparent  sheet.  Our 
student-teachers  at  the  school  make  their  own  outline  maps,  using  a  hectograph  for  duplicating.  The  maps 
are  made  on  a  stout  manilla  paper,  cut  about  8xii. 

For  the  transparent  sheet  we  are  using  a  paper  called  "onion-skin,"  which  takes  ink.  We  buy  a  ream _ 
17x22,  for  $1.50  at  a  paper  warehouse.  We  have  the  dealer  cut  it  into  fourths,  thus  getting  four  reams  8%xii 
for  $1.50,  or  something  over  twelve  sheets  for  a  cent. 


(  6  ) 


(The  heavy   numerals   in   the  margin  refer  to  corresponding  numerals  in  "General  Schema  of  Chalk 
Lessons. ") 

DESCRIPTIA'E     GEOGRAPHY     OF     SCANDINAVIA. 

Lesson   Unities. 

I.  Scandinavia  is  the  ancient  home  of  a  vanished  race  of  sea-fighters — 
the  \"ikings.     2.  It  is  a  region  of  rugged  mountain  scenery  whose  particular 
features  are  fiord  and  lake.     3.   It  is  a  region  of  long  and  snow-bound  win- 
ters and  short  but  genial  summers.     4.  It  is  the  "  land  of  the  long 
I.  night  "  and  "  the  land  of  the  midnight   sun."     5.   It  is,  save   for  a 

few  cities  toward  the  south,  thinly  populated  by  an  industrious,  frugal 
people,  honest  in  their  dealing,  and  kindly  of  heart.  6.  The  land  is  not 
adapted  to  supporting  a  large  population,  so  the  Scandinavians  are  notably 
a  seafaring  people.  7.  In  the  world's  markets  this  region  is  known  for 
its  coast  fisheries,  its  lumber,  and  its  iron. 


..  I.  Scoudiiiai'ia  is  the  ancient  home  of  a  vanished  race  of  sca-Hghters 

— tlic  Vikings. 

(The  following  material  naturally  divides  itself  into  two  chalk-talks,  one 
associating  Scandinavia  with  the  old  A'ikings.  the  other  devoted  to  "The 
Skeleton  in  Armor."  A  simple  map,  copied  from  Fig.  3,  will  be  required  for 
frequent  reference.) 

A  thousand  years  ago  there  lived  in  Norway  a  race  of  sailor-men  who 
got  their  living  by  fighting.  Nowadays  we  should  call  them  pirates,  and  our 
men-of-war  would  sink  their  boats  and  hang  the  crews.  But  in  those  times 
fighting  was  considered  a  very  decent  way  of  making  one's  living,  and  be- 
sides that,  these  Vikings,  as  they  were  called,  met  with  none  who  could 
withstand  them.  In  their  open  boats  they  would  sally  forth  from  the  nar- 
row, winding  bays  of  Norway  ( i)oint  them  out  on  the  map)  and  cross  the 
North  Sea,  sometimes  to  the  British  Isles,  but  oftcner  to  the  coast  of  France. 
Wherever  they  landed  their  coming  meant  defeat  and  ruin  to  the  people 
living  in  that  ])art.  The  \  iking  ship  was  like  an  immense  open  rowboat, 
with  one  large  sail  amidships.  There  were  rows  of  oars  along  each 
III.  side  to  help  the  sail.  In  some  of  these  ships  the  prow  was  carved  in 
the  shape  of  a  dragon's  head  and  the  stern  was  made  in  imitation  of  a 
dragr)n's  tail.  .Along  the  sides  of  the  ves.scl  the  fighting  men  arranged  their 
round  shields,  overlapping,  like  great  fish-scales.  Altogether  such  a  Viking 
ship  must  have  looked  like  a  terrible  sea-monster,  bearing  down  upon  the 
shore  it  was  going  to  attack. 

The  Vikings  were  sometimes  called  Norsemen,  because  they  came  from 
the  North.     They  robbed  the  people  of  Northern  France  so  often  and  were 


(  7  ) 


such  irresistible  fighters  that  the  king  at  last  offered  them  a  part  of  the 
country  if  they  would  cease  from  piracy  and  come  and  live  in  peace.  So 
the  robber  chieftains  settled  down  and  their  chieftains  became  nobles.  The 
country  given  them  by  France  was  called  Normandy,  because  the  Vikings 
were  called  Norsemen.  ( Point  out  the  various  routes  and  regions  as  you  go 
on.) 

Other  bands  of  Norsemen  sailed  their  open  ships  to  the  British  Isles  and 
made  conquests  over  the  Britons.  Others  reached  even  the  coast  of  Spain 
and  did  some  fighting  there. 


Fig.  2. 
A  Viking  Ship. 

I\Ieanwhile  some  of  the  Norsemen  had  sailed  west  instead  of  south.  These 
reached  Iceland  and  Greenland,  and  their  descendants  are  there  yet.  And 
greatest  adventure  of  all,  at  least  one  ship  is  thought  to  have  reached  Amer- 
ica, long  before  Columbus  discovered  the  new  land,  and  long  before  it  had 
a  name.  The  story  is  well  told  for  children  in  Chapter  II,  From  the  Old 
World  to  the  New ;  also,  in  Chapter  IV,  Children's  Stories  of  American 
History. 

So  those  old  Vikings,  whose  ships  were  only  overgrown  rowboats  with 
one  sail  apiece,  actually  sailed  across  the  ocean.  They  began  by  stealing 
out  of  their  home  fiords,  or  bays,  and  robbing  passing  ships.  And  they 
ended  by  conquering  lands  in  countries  far  over  the  sea.  The  children  will 
enjoy  Miss  Hall's  stories  in  Viking  Tales.  Of  these  Olaf's  Farm  and 
The  Sea  Fight,  in  particular,  should  be  read,  for  the  flavor  of  Viking  times 
which  thev  hold. 


(  8  ) 

The  map  (Fig.  i)  shows  the  ragged  and  rocky  coast  of  Norway  where 
these  Vikings,  or  Norsemen,  came  from.  And  their  descendants  hve  there 
to  this  day.    But  they  are  no  longer  sea-robbers.    They  long  ago  settled  down 


Fig-  3- 
Some  of  the  Operations  of  the  Vikings. 

to  hard  work  at  home,  and  they  are  as  honest  and  as  kind  of  heart  as  any 
other  people  in  the  world. 

There  is  a  ruinous  old  stone  tower  in  Rhode   Island.     For  a  while  no 
one  could  find  out  who  built  it.     Some  people  liked  to  fancy  that  those  old 


» 

:#.    ' 

1^^^^^ 

1^ 

M4,  * 

•  T^wps^»«.*.^JS*■' 'f^;^ 

■^l?l^':i^lkr^    -,' 

'  >  *^gS'Z^:ferJ^^^^*^v*-'*^ 

^mL 

•^;'^^^^/"'4. 

v^wT^^flBBrB^  •- s^s^^l 

KI'"'''-'S 

■w 

■■  ^i*"i^s^!fe;- 

•'i.ii;:^;:r.*y,v««M^S!»j> 

Fig.  4. 
"  There  is  an  old  slonc  tower" — 

Norsemen,  who  are  thought  to  have  come  a  thousand  years  ago,  were  the 
builders.  Xor  far  away  a  skeleton  was  dug  up,  dressed  in  armor  such  as 
fighting  men  used  to  wear  hundreds  of  years  ago.  When  the  poet  Long- 
fellow jieard  about  this  skeleton  he  made  up  a  fanciful  story  about  it.  He 
said  that  the  soldier  in  his  rusty  armor  was  a  Viking  of  the  olden  time,  who 


(  9  ) 

had  stolen  a  princess  in  Norway  and  had  come  over  here  to  live.  This  Viking 
and  his  men  built  the  old  stone  tower.  The  story  is  put  in  the  form  of  a 
poem.     It  is  called 

The  Skeleton  in  Armor. 

The  poem  is  to  be  found  in  any  edition  of  Longfellow.  We  want  it 
in  the  present  connection  to  re-enforce  that  austere,  somber,  remote  atmos- 
phere which  permeates  our  feeling  for  the  Norsemen  and  their  times.  There- 
fore it  is  available  for  reading  to  the  fourth,  and,  perhaps,  even  to  the  third 
grades.  They  will  not  understand  all  of  its  allusions,  but  they  will  absorb 
those  elements  of  feeling  that  we  are  after  at  present. 

There  are  several  other  stories  of  the  Vikings  available  for  use  in  the 
lower  grades,  either  as  substitutes  for  the  above  material  or  as  additions 
to  it.  Such  a  one  is  "Wulf,  the  Saxon  Boy,"  in  Miss  Andrews'  Ten  Boys. 
Although  its  title  implies  nothing  of  Scandinavia,  this  story  is  essentially  a 
Norse  tale,  in  its  atmosphere,  its  ethics,  and  its  phraseology.  Here  Thor,  the 
Thunderer,  "lets  fly  his  arrows  at  his  foes"  and, 

"The  Swan-road  is  ever  the  road  to  glory." 

A  good  story  of  a  Viking  sea-fight  is  told  in  Du  Chaillu's  Land  of  the 
Long  Night,  Chapter  XXX.  The  style  is  so  direct  that  fourth-year  children 
can  read  it. 

There  is  a  description  of  the  Vikings,  readable  by  third-year  children, 
in  Carroll's  Around  the  World,  Second  Book,  pp.  83-87.  See,  also,  the  verses 
in  the  same  book,  pp.  106-108. 

For  teachers'  reading  there  are  short  accounts  in  Stoddard's  Lectures, 
Vol:  I,  pp.  79,  80,  and  in  Norway  Nights  and  Russian  Days,  pp.  45-52.  The 
chapter  on  Norsemen  in  any  general  history  will  also  be  useful.  An  ex- 
ample is  Chapter  XII,  Duruy's  History  of  the  Middle  Ages,  or,  better  still, 
Fiske's  Discovery  of  America,  Chapter  II.  (See  especially  pp.  214-215, 
about  the  "  Northmen's"  tower.)  In  Land  of  the  Alidnight  Sun,  Yo\.  I, 
pp.  377-383,  is  given  a  detailed  account  of  the  remains  of  old  Viking  boats. 
There  is  a  good  description,  also,  in  Footprints  of  Travel,  pp.  239-240.  This 
book  contains  references  to  the  Viking  times,  pp.  252-253. 

It  is  well  to  note  that  these  Vikings,  known  abroad  as  robbers  and  ma- 
rauders, really  had  a  better  home  government  than  did  most  of  the  countries 
they  overran.     See  Footprints  of  Travel,  pp.  237,  238. 

Written  review. 

Let  the  pupils  write  upon  the  following  topics : 

1.  The  home  of  the  Vikings. 

2.  The  doings  of  the  Vikings. 

3.  Their  visit  to  x\merica. 


(    10    ) 

Things  to  remember — 

I.  That  the  fiords  of  Norway  were  the  home  of  the  old  Vikings. 

2.  That  these  Vikings  became  possessed  of  foreign  lands,  notably 
V.         Normandy,  Iceland,  and  Greenland. 

3.  That  they  are  believed  to  have  landed  on  the  continent  of  North 
America. 

Test. 

On  an  outline  map  (adapted  by  the  teacher  from  Fig.  3*)  let  each  pupil 
shade  the  original  home  of  the  Vikings,  and  also  the  principal  foreign  areas 
in  which   they  operated. 


2.  //   is  a   region   of   nigged   mountain   scenery  zchose  particular 
features  arc  Hard  and  lake. 
With  the  foregoing  historical  setting  we  may  approach  the  wild  Norseland 
in  its  modern  and  more  strictly  geographical  aspect.    As  a  basis  for  the  work 
now  to  follow,  the  map,  Fig.   i,  should  be  reviewed  as  to  highlands,  low- 
lands, fiords,  islands,  and  lakes. 
III.  Nearly  all  of  Norway  is  a  mountain  land.     But  the  greater  part 

of  Sweden  is  a  lowland,  sloping  gently  from  the  plateaus  of  Norway 
to  the  coast  of  the  Baltic  Sea.  If  we  could  cut  a  model  of  Scandinavia  in  two 
from  west  to  east  the  cut  part  would  look  like  Fig.  5.  This  profile  is  very 
easy  for  grown  people  to  understand,  but  to  make  its  meaning  clear  to  chil- 
dren we  must  lead  them,  objectively,  to  see  the  nature  of  a  cross-section. 
This  is  easily  done  with  a  handful  of  putty  or  moist  sand  or  clay.  Lay  it 
on  any  flat  surface,  such  as  an  old  box-cover.  Work  it  roughly  into  the 
general  form  of  Scandinavia.  ^Nlake  Norway  high  and  work  the  Swedish 
lowlands  out  low  and  flat.  After  the  children  have  seen  this  and  understand 
clearly  what  it  represents,  cut  the  mass  across  the  middle  and  push  the  south- 
ern half  away.  There  will  then  be 
seen,  at  the  cut  place,  a  cross-section^ 
or  ])rofik',  of  the  countiy.  somewhat 
as  in   Fig.  6. 

Norway  is  said  to  have  ten  thou- 
sand islands  along  its  coast.     They 


■•ig-  5- 


Profile  of  Scandinavia.  11      v  1  1  -.,1  ^   ^f 

are  all  steej),  brown  p.ummocks  or 

rock,    green    with    mosses,    and    very    beautiful.      Some    are    large    enough 

for    a    few    fishermen    to    live    upon,    with    their    sheep.      Many    others 

are  just  islets  of  rock,  hardly  larger  than  a  good-sized  house.     Wherever 

there    is    a    little    flat    place    between    the    rocks,   some    farmcr-fishcrman 

is  sure  to  build  his  cottage  and  bring  his  cow.     Sometimes  one  family  will 

live  all  alone  upon  one  of  these  litdc  rocky  islets.     A  pretty  description  of 


♦The  teacher  makes  these  outline  m.nps  on  her  hectograph. 


(  II  ) 


this  world  of  islands  is  given  in  Glimpses  of  Three  Coasts,  pp.  221-225. 
Stoddard,  pp.  89-90,  gives  another.  The  Lofoden  Islands  and  their  famous 
"Maelstrom"  are  described  in  Footprints  of  Travel,  pp.  257-259.  There  are 
other  short  descriptions  in  Modern  Europe,  107-111,  and  in  Johonnot's 
Geographical  Reader,  173-174.  For  the  old,  fanciful 
notion  of  the  ^vlaelstrom  and  its  terrors,  of  course  noth- 
ing can  surpass  Edgar  Allen  Poe's  imaginative  descrip- 
tion. 

After  sailing  for  hours  among  these  islands  (  Fig.  7 
will  do  for  a  blackboard  sketch),  the  steamer  comes 
at  last  to  the  mainland.  It  does  not  stop,  even  then, 
but  enters  a  fiord  instead  and  keeps  sailing  among  the 
mountains  quite  out  of  sight  of  the  sea.  The  coast  of 
Norway  rises  abruptly  out  of  the  water.  But  this  sea- 
front  is  broken  by  hundreds  of  deep  and  sinuous  inlets, 
called  fiords.  By  these  the  deep  sea  pierces,  sometimes 
for  a  hundred  miles,  into  the  very  heart  of  the  moun- 
tain land.  So  the  odd  sight  is  to  be  seen,  in  that  coun- 
try, of  ocean  steamers  sailing  among  the  mountains 
many  miles  inland  from  the  ocean.     Stoddard  speaks  of 

Cut  the  mass  across  these    fiords    as    "ocean    avenues,"    and    devotes    pages 

the  middle  and  push      ^ ^      ^1     •      j         ■   ^-         ,.        ^.u  -^u  11      i.      • 

the  lower  half  away.  49-59  ^o  their  description,  together  with  excellent  pic- 
tures. See,  also,  pp.  11 -12  and  89-90.  Another  good 
account  of  the  fiords  is  given  in  Glimpses  of  Three  Coasts,  pp.  221-225  and 
271-276.  x\s  pretty  a  descrption  as  any  is  found  in  the  first  four  pages  of 
Feats  on  the  Fiord.  This  whole  story  is  exquisitely  rich  in  local  color  and 
the  atmosphere  of  the  fiords ;  and  while  it  purports  to  be  a  love  story^  there 
is  so  little  love  in  it.  and  so  much  of  other  matters,  that  it  makes  rarely  good 
children's  reading. 

In  Land  of  the  Midnight  Sun  the  author  discusses  the  origin  of  the  fiords 
(Vol.  I,  Chapter  18).     In  Chapters  20,  23,  and  24,  he  describes  several 


Fig-  7- 
"  Norway  has  ten  thousand  islands." 

fiords  as  to  scenery  and  travel.     In  Vol.  II,  pp.   154  and  160-161.  a  fiord 
of  the  far  north  is  described.     Short  descriptions  of  the  fiords  are  given  in 


(     12    ) 


Carpenter's  Europe,  pp.  164-166,  and  Norway  Nights  and  Russian  Days,  pp. 
107-109.  Footprints  of  Travel  gives  a  short  but  good  description,  pp. 
260  and  265-266.  See,  also.  Modern  Europe,  pp.  93-94.  The  Tarr  and 
McMurry  Geography,  Book  III,  p.  257,  describes  Norway's  coast. 

Fig.  8  shows  how  a  fiord  may  be  sketched  upon  the  blackboard.  At  the 
same  time  refer  to  the  fiords  as  seen  in  your  map  so  that  the  pupils  will  asso- 
ciate the  one  form  of  illustration  with  the  other.  Make  reference  at  every  op- 
portunity to  your  map.  Make  a  practice  of  locating,  in  every  case,  the  new 
places  mentioned,  such  as  Bergen,  Hammerfest,  etc. 

We  have  thus  given  the  children  an  intensive  notion  that  the  fiord  is  a 
characteristic  feature  of  Norway.  It  is  due  to  the  topic,  however,  to  seek 
out  the  essental  features  of  Sweden,  also.  Here  we  have  a  country  of  lake 
and  forest.  "In  making  Swe- 
den," the  peasant  says,  "God  for- 
got to  separate  the  land  from  the 
water."  About  one  tenth  of  all 
the  area  of  Sweden  is  covered  by 
beautiful  lakes.  In  the  pictur- 
esque phrasing  of  Stoddard 
(Sweden,  p.  283),  "The  map  of 
Sweden  is  as  thickly  dotted  with 
lakes  as  the  midnight  sky  with 
stars."  One  of  these,  Lake 
Wenern  (Vanern).  is  so  large 
that  steamers  sailing  on  it  are 
often  out  of  sight  of  land.  In 
other  words,  it  is  an  inland  sea. 
Mr.  Stoddard  (Sweden,  292) 
gives  a  little  description  of  a 
steamer-trip  on  this  great  lake. 
See,  also,  Land  of  the  Midnight 
Sun,  Vol.  II,  351  ;  and  Na- 
smyth's  Autobiography.  304. 

All  of  the  lakes  of  Sweden  are  of  clear,  limpid  water,  which  is  fit  to  drink; 
and  around  them  rise  the  great  dark  forests  of  aspen,  birch,  and  mossy  oak. 
Elsewhere  the  well-kept  farms  are  spread,  wlierc  the  thrifty  Swede  has  his 
fields  of  grain  and  garden  truck.     Read  Modern  Europe,  p.  118. 

In  that  beautiful  land  people  travel  about  from  town  to  town  by  boat,  just 
as  we  do  by  rail,  although,  of  course,  they  have  railroads,  too.  Read  about 
the  Dalecarlians  and  their  Lake  Siljan,  in  Land  of  the  Midnight  Sun,  Vol. 
II,  225,  229-230.  The  same  book  gives  further  accounts  of  the  lakes  on 
pp.  304  and  337.  These  chapters  on  Dalecarlia  give  an  inclusive  and  alto- 
gether delightful  idea  of  that  low-lying  Sweden  between  the  highlands  and 
the  sea.  Footprints  of  Travel,  235-236  and  343,  gives  some  notes  on  these 
lakes.  Land  of  the  Midnight  Sun,  Vol.  I,  p.  13,  describes  Lake  Malar,  and 
p.  253  a  Norwegian  lake. 


Fig.  8. 
A  Fiord. 


(   13  ) 

As  a  summary  of  this  topic  a  little  special  study  of  your  blackboard  map 
is  appropriate.  Notice  that  all  the  long  rivers  cross  Sweden  and  flow  into 
the  Baltic.  Their  sources  are  quite  near  the  other  coast.  This  shows  that 
the  axis,  or  high-line,  of  the  peninsula  is  near  the  western  side,  thus  dividing 
Scandinavia  into  a  long,  gradual  eastern  slope,  and  a  short,  abrupt  western 
slope.  Notice  that  nearly  all  of  the  real  mountain  land  is  in  Norway,  and 
nearly  all  of  the  more  level  region,  suitable  for  farming,  in  Sweden.  The 
interior  of  Norway,  wildly  beautiful  as  it  is,  is  almost  useless  for  making 


Fig.  9. 
In  Dalecarlia. 

one's  living,  so  nearly  the  whole  population  live  among  the  fiords  along  the 
coast,  and  depend  upon  the  sea  for  their  living.  Sweden,  on  the  contrary,  has 
quite  a  large  population  living  inland,  where  the  nature  of  the  country 
encourages  farming,  mining,  and  manufacturing. 

Written  review. 

1.  Describe  the  coast  of  Norway. 

2.  Describe  a  fiord. 

3.  Describe  the  surface  of  Sweden. 

Things  to  remember — 

I.  That  Norway  is  a  wild  mountain  land,  with  thousands  of  rocky  islands 
and  deep  ocean  inlets  along  the  coast. 
V.  2.  That   Sweden  is  lower  and  less  rugged  and  that  her  lakes  are 

"  thick  as  stars  in  the  midnight  sky," 


Test. 

(Furnish  each  pupil  with  an  outline  map  of  Scandinavia.) 
I.  Shade  the  map  so  as  to  show  highlands  and  lowlands. 


(   14  ) 

2.  Put  in  enough  of  the  rivers  to  show  which  country  has  the  longer  slope. 

3.  Put  in  the  principal  lakes. 

4.  Print  these  words  in  place :  Highlands.   Lowlands.    Fiords.   Islands. 

Cross-section  test. 

Draw  a  cross-section  of  Scandinavia  from  the  ocean  to  the  Baltic  Sea. 


II 


3.  It  is  a  region  of  long  and  siiozv-boiind  winters  and  short  but 
genial  summers. 

These  snow-bound  conditions  are  found  in  their  extreme  in  Lapland. 
There  is  room  for  a  couple  of  chalk  talks  on  this  region,  but  the  children 
should  not  leave  the  subject  with  the  notion  that  Lapland  conditions  are  typi- 
cal of  Scandinavia  as  a  whole.  An  inclusive  and  fascinating  account  of 
III.  this  overwhelming  blanket  of  snow  is  given  in  Land  of  the  Long 
Night,  chapters  four  and  six  to  ten.  This  book  has  the  rare  value 
of  being  readable  by  fourth-year  children  and  yet  maintaining  an  excellent 
literary  tone.  Mr.  Du  Chaillu  speaks  with  the  authority  of  personal  narrative, 
and  is  therefore  especially  useful  as  teachers'  reference. 


Fig.  10. 
Paulas  and  His  Reindeer. 

The  same  author,  in  Land  of  the  Midnight  Sun,  Vol.  II,  Chaps.  6  to  8, 
deals  very  circumstantially  with  this  long  Lapland  winter.  The  style  is  so 
simple  that  the  whole  book  may  be  read  to  children,  l-'or  the  teacher's 
purposes  it  is  over-full  of  minute  detail.  Land  of  Long  Night  is  the  more 
available  book  of  the  two.  Du  Chaillu's  account  of  Lapland  is  very  service- 
ably  abridged  in  Johonnot's  Geograi)liical  Reader,  401-407.  In  the  same 
book  iiayard  Taylor  gives  an  amusing  account  of  his  attempts  to  drive  a 
reindeer  in  the  Lapland  snows. 


(    15  ) 


Mara  Pratt's  Northern  Europe  gives  a  short  account  of  Lapland,  pp.  73-77, 
readable  by  children.    An  appropriate  blackboard  sketch  is  shown  in  Fig.  10. 
For  an  idea  of  winter  in  Sweden  itself,  Chapters  2  and  3,  Land  of  the  Long 
Night,  are  fine.    The  last  half  of  Chapter  i  begins  the  account. 

The  winters  of  the  Norwe- 
gian side  of  the  peninsula  are 
much  milder.  It  is  wonderful 
to  think  that  this  far  north- 
ern country,  much  of  it  with- 
in the  Arctic  Circle,  enjoys 
a  winter  more  comfortable 
than  that  in  many  parts  of 
our  own  land.  The  fiord  re- 
gions experience  some  ice  and 
snow,  but  the  fiords  them- 
selves never  freeze,  save  in  the 
south  round  about  Christiania. 
In  other  words,  the  fiord 
towns,  however  Arctic  their  latitude,  enjoy  open  harbors  all  winter.  Even 
Hammerfest,  the  most  northern  town  in  the  world,  has  an  open  harbor 
the  year  round.  (Locate  it,  once  more,  upon  your  map.)  Russia  would  give 
a  good  slice  of  her  vast  realm  for  such  a  climatic  privilege.  A  good  ac- 
count of  this  difference  is  to  be  found  in  Chapter  Eleven,  Vol  I,  Land  of  the 
Midnight  Sun ;   also,  in  Vol.  II,  Chapter  Ten. 


Fig.  II. 
"  Thev  climbed  out  of  the  chimnev." 


Fig.  12. 
Norse  Boys  at  Play. 

A  charming  idea  of  Norway's  short,  genial  stmimer  is  given  in  Footprints 
of  Travel,  241-242  and  262-263.  Stoddard's  Norway,  113-114,  gives  an 
idea  of  the  intensity  of  the  summer  life,  when  it  does  come.  "  The  flowers 
do  not  close  in  sleep.  All  vegetation  rushes  to  maturity."  Johonnot's 
Reader,   193-197,  gives  a  prose  description,  by  Longfellow,  of  the  novelty 


(   i6  ) 

and  charm  of  the  Norse  seasons.     There  is  matetial  on  this  point  in  Land 
of  the  Midnight  Sun,  V'ol,  I,  pp.  149-152. 

A  bright  account  of  Norse  boys'  winter  sports  for  children's  reading  is 
given  in  The  Wide  World,  pp.  88-95 ;  and  a  revision  of  the  same  in  By  Land 
and  Sea.  pp.  53-59.  There  is  another  in  Chapter  Eleven,  Children  of  the 
World.  There  are  a  few  paragraphs,  also,  in  Northern  Europe  (Ginn),  pp. 
15-17.  This  material  is  an  excellent  basis  for  chalk-talks,  being  full  of  action, 
lending  itself  easily  to  blackboard  sketching.  Fig.  12  suggests  some  of  these 
sketches. 

Written  review. 

1.  Compare  the  climate  of  Norway  with  that  of  Sweden. 

2.  WVite  what  you  know  of  each. 

Things  to  remember — 
V.     I.  The  comparatively  mild  climate  of  Norway. 
2.     The  deep,  deep  snows  of  Sweden. 


II 


4.  It  is  the  "  land  of  the  long  night  "  a)td  "  tJic  land  of  the  mid- 
night  Sim." 

Scandinavia  is  a  quaint  and  curious  land  in  many  respects,  and  in  others 
a  grand  and  noble  and  awe-inspiring  land.  But  of  all  its  odd  features  the 
midnight  sun  sets  it  apart  as  the  strangest  of  civilized  countries. 

We  cannot  tell  primary-grade  children  the  causes  of  the  long  summer 
day  and  the  long  winter  night,  but  we  can  describe  vividly  the  phenomenon 
itself.  Even  as  far  south  as  Gothenburg  one  can  read  the  newspaper 
III.  out  of  doors  at  half-past  ten  of  a  summer  evening;  while  in  mid- 
winter one  is  plunged  from  the  bright  light  of  morning  to  the  gloom 
of  late  afternoon  within  the  space  of  a  few  hours. 

In  Glimpses  of  Three  Coasts,  pp.  225-226,  the  author  tells  of  her  remark- 
able sensations  in  that  curious  land  of  day-by-night.  Land  of  the  Midnight 
Sun,  Vol.  I,  p.  2,  describes  the  transition  from  the  long  summer  day  to  the 
long  winter  night.  Also,  in  Vol.  II,  pp.  1-2,  the  author  continues  the  subject. 
Both  of  these  accounts  are  reprinted  in  Northern  Europe  (Pratt),  pp.  65-71. 
Pages  85-86  of  the  same  book  tell  of  the  long  day  and  night  at  Hammerfest. 
Carpenter's  Reader,  Europe,  pp.  163-164  and  173-175,  touches  upon  this 
subject. 

Of  course,  farther  north  these  unusual  circiniistanccs  are  even  more  notice- 
able. In  the  northward  journey  we  come  by  and  by  to  a  latitude  where 
there  is  no  actual  darkness  in  summer;  where  the  darkest  part  of  the  night 
is  a  strong  twilight,  l)y  which  we  can  read,  lender  such  conditions  travelers 
do  not  know  when  to  go  to  bed.  \'(>r  sleeping  purposes,  an  rniificial  darkness 
has  to  be  made  by  hanging  cfjverings  over  the  windows.    Stoddard  (  Xorway, 


(   17  ) 

pp.  36-39)  says  that  the  words  "early"  and  "late"  grow  to  have  no  meaning, 

and  he  goes  on  to  describe  the  curious  sensations  experienced  by  the  traveler. 
Yet  farther  north  the  summer  night  is  even  brighter.   The  sun  sinks  toward 

the  horizon,  but  does  not  set.     Instead  it  begins  to  rise  again,  thus  making  a 

complete  circle  in  the  sky.  This 
is  the  Land  of  the  [Midnight  Sun. 
The  little  sketch.  Fig  13,  can  be 
made  very  realistic  by  using  col- 
ored chalk.  "From  early  in  May 
until  August  the  stars  take  a  va- 
cation," say  Ballou.  See  Foot- 
prints of  Travel,  pp.  254,  256, 
261,  268,  269.  Of  course,  it  does 
not  seem  at  all  like  night.  There 
are  no  stars  to  be  seen,  and  the 
moon,  when  it  shows  at  all,  is  very 
pale.  Travelers  from  other  coun- 
tries have  to  tell  by  their  watches 
when  it  is  time  to  "turn  in." 
Stoddard  (Norway,  pp.  11 7- 119)  tells  how  he  saw  the  midnight  sun  from 

North  Cape.    The  same  experience  is  feelingly  described  in  pages  163-168  of 

Norway  Nights  and  Russian  Days. 


Fig-  13- 
"  This  is  the  Land  of  the  Midnight  Sun."' 


Fig.  14. 
"  They  fish  b}'  the  weird  light  of  the  aurora." 

The  continuous  dark  of  winter  is  just  as  strange  as  the  long  light  of 
summer.  See,  also,  Modern  Europe,  pp.  109-111.  The  northern  part  of 
Scandinavia  has  one  long  night  continuing  many  weeks.  During  that  time 
the  sun  is  always  out  of  sight  below  the  horizon.  The  stars  and  moon  shine 
brightly  all  through  this  time.     The  people  sleep  when  the  clock  says  it  is 


(   i8  ) 

sleeping-time,  and  rise  in  the  darkness  at  the  proper  hour  and  continue  their 
work.  Land  of  the  Midnight  Sun.  A'ol.  I,  pp.  6i  and  63-64,  gives  a  particu- 
larly clear  description. 

The  children  will  ask  how  the  Scandinavians  can  see  to  do  their  work  at 
such  times.  Well,  they  have  the  stars  and  a  brilliant  moon.  But,  more 
serviceable  still,  they  have  the  northern  lights,  the  aurora  borealis,  a  great 
flaring  illumination  of  the  polar  sky,  which  throws  a  dull  sort  of  twilight 
over  land  and  sea.  Stoddard  (Norway,  pp.  106-107)  tells  how  most  of  the 
Lofoden  codfishing  is  done  by  the  light  of  the  aurora.  The  phenomenon 
itself  is  beautifully  described  by  Du  Chaillu  in  Land  of  the  Midnight  Sun, 
Vol.  II,  pp.  46-47  and  38;  also  in  Frost's  Modern  Explorers,  115-116.  The 
illustration.  Fig.  14,  is  easy  to  draw,  since  the  aurora  may  take  almost  any 
form,  and  is  constantly  waving  and  shooting  and  changing  its  appearance. 

In  Land  of  the  Long  Night,  pp.  73-76,  Du  Chaillu  tells  stirringly  of  the 
departure  of  the  sun  and  the  coming  of  the  long  night.  In  pages  109-111 
he  describes  the  return  of  the  sun.  A  vivid  word-picture  of  the  aurora  is 
given  on  page  76.  Page  92  shows  a  fine  picture  of  the  aurora,  together 
with  a  Lapland  landscape.  Bayard  Taylor,  in  Johonnot's  Reader,  pp.  105- 
107,  gives  a  splendid  description  of  the  aurora,  for  the  teacher's  reading. 

In  Feats  on  the  Fiord,  pp.  200-202,  Erica,  while  tending  her  cows,  wit- 
nesses the  phenomenon  of  the  midnight  sun.  Chasing  the  Sun  devotes 
pages  77-78,  83-85,  87,  112-114  to  references  to  the  long  light  and  dark 
seasons  of  the  Northland. 

Written  review. 

1.  Tell  why  Scandinavia  is  called  "  Land  of  the  Midnight  Sun." 

2.  Describe  the  summer  season. 

3.  The  winter  season. 

4.  The  aurora. 

Things  to  remember — 

I.  A  very  long  summer  day — in  the  far  north  many  weeks  in  length. 
V.         2.  A   winter  night   correspondingly  long. 

3.  The  aurora  borealis  gives  a  useful  winter  light. 


n. 


5.  It  is,  save  for  a  fc7v  cities  totvard  the  south,  thinly  populated  by 
an  industrious,  frui^al  people,  honest  in  their  dealing  and  kindly  of 
heart. 
In  the  northern  region  of  the  penin.sula  the  long  winter  and  lingering  snow- 
banks forbid  any  farming  of  importance.     Besides  this,  the  northern  part  of 
Norway  is  too  rocky  for  farming.     Such  people  as  live  in  those  parts  have 
little    choice    of    pursuit.      They    must    either    live    on     reindeer,    as    the 


(   19  ) 


Lapps  do,  or  they  must  take  to  the  coast  fisheries  for  a  living.  But 

Vllb.     in  the  south  there  is  more  good  farming  land  in  both  countries, 

particularly  in  Sweden. 

The  people  of  the  extreme  north  are  described  in  Land  of  the  Midnight 

Sun,  Vol.  II,  pp.   143-146  and  152-164.     The  romantic  lonesomeness  of  a 

Norwegian     farmer's    life    is 
well  brought  out  in  Feats  on 
the   Fiord,   pp.   2-7.     Also   in 
Glimpses  of  Three  Coasts  is 
given  an  idea  of  the  remote, 
isolated  life  among  the  beau- 
tiful   Norse   fiords,    pp.    267- 
276  and  305-308.     Pages  222- 
244  are  full  of  short,  chatty 
anecdotes  of  the  people  and  scenes  of  Norway ; 
a  little  diffuse,  but  available  for  the  teacher. 
Footprints  of  Travel,  pp.  245-246,  tells  how 
the  Norwegian  farmers  have  to  utilize  every 
available  rod  of  land  to  the  utmost.     An  idea 
of  the  scant  northern  population  is  given  on 
pages  255-256.     "And  yet  in  this  awful  soli- 
tude a  few  human  beings  live  and  move  and 
preserve   their  being." — See   Norway   Nights 
and  Russian  Days,  pp.  107-110.     Modern  Eu- 
rope, pp.  93-99,  gives  an  interesting  glimpse 


Fig.  15. 

"  The  romantic  lonesomeness." 


of  the  Norwegian  farmer's  life.  Carpenter's  Europe,  pp.  178-179,  gives  an 
idea  of  the  economical  methods  which  nature  forces  upon  the  Norwegian 
farmer. 

At  these  lonely  little 
farms,  perched  like  eagles' 
nests  high  above  the 
fiords,  the  farmer  some- 
times has  to  "tether  his 
babies  to  the  trees"  to  keep 
them,  from  falling  thou- 
sands of  feet  below.  Read 
Modern  Europe,  pp.  93- 
97.  Also  Stoddard's 
Norway,  pp.  70-73,  and 
Footprints  of  Travel,  245- 
246.  Land  of  the  Mid- 
night Sun,  Vol.  I,  pp.  111-121,  gives  a  substantial  account  of  one  of  tlie 
northern  farms. 

On  the  Swedish  side  of  the  peninsula  the  northern  regions  are  scantily 
peopled  by  wandering  Lapps  and  Finns,  who  follow  their  reindeer  over  the 


Fig.  16. 

The  Lapp  and  His  House  of  Sod. 


(    20    ) 

snow  from  one  feeding  ground  to  another.  For  accounts  of  these  people 
there  is  no  other  book  quite  so  useful  as  Land  of  the  Long  Night.  Chapters 
6  to  8  deal  especially  with  the  Finnish  people  as  found  in  North  Sweden. 
From  Chapter  9  onward  all  portions  of  the  book  are  available  for  giving 
the  pupil  clear  ideas  of  the  Lapps  and  their  country.  Chapter  18  is  devoted 
to  Lapp  sports,  and  Chapters  32  and  33  deal  with  the  Sea  Lapps,  who  take 
part  in  Norway's  fisheries.  An  abridged  account  of  the  Laplanders,  by  the 
same  author,  is  given  in  Johonnot's  Geographical  Reader,  pp.  401-407.  In  the 
same  book  Bayard  Taylor  gives  an  amusing  story  of  his  attempts  to  drive  a 
reindeer  in  the  Lapland  snows. 

There  is  a  short  but  very  descriptive  account  of  the  Lapps  in  Footprints  of 
Travel,  pp.  263-265,  and  a  few  paragraphs  in  Modern  Europe,  pp.  111-113. 
Chasing  the  Sun  devotes  pages  103-111  to  an  interesting  account.  There  are 
short  accounts  in  Carpenter's  Europe,  166-171 ;  Northern  Europe  (Pratt), 
yy/y,  Around  the  World  (Second  Book),  1 13-125,  and  Stoddard's  Norway, 
109-112. 

Of  course,  ihc  description  of  the  Lapps  is  found  in  Land  of  the  Midnight 
Sun,  Vol.  I,  pp.  122-148  and  Vol.  II,  pp.  69-114  and  165-204.  The  teacher 
who  is  dissatisfied  with  the  scrappy  treatments  of  the  geographical  readers 
will  take  great  comfort  in  these  personal  narratives  of  Mr.  Du  Chaillu. 

We  have  now  to  establish  the  idea  of  a  larger  population  in  the  south,  and 
a  greater  civilization.  Added  to  the  better  chances  for  farming  and  for 
living  generally,  there  are  great  mines  of  iron  and  copper  in  the  middle 
and  southern  parts,  and  great  forests  to  furnish  lumber.  All  of  these  con- 
ditions work  together  toward  gathering  the  great  bulk  of  the  people  into 
the  southern  part  of  the  peninsula.  Here  are  all  the  larger  cities,  such  as 
Stockholm,  Christiania.  and  Gothenburg.  Short  descriptions  of  the  cities 
are  to  be  found  as  follows : 

Stockholm — Footprints  of  Travel,  270-273;  Modern  Europe,  115-116; 
Land  of  the  Midnight  Sun,  Vol.  I,  13-15;  Nasmyth's  Autobiography,  297- 
298;  Carpenter's  Europe,  182-184;  Norway  Nights  and  Russian  Days, 
190-201.  Stoddard  gives  a  very  complete  account  in  Stoddard's  Sweden, 
294-320. 

Christiania — Footprints  of  Travel,  236-241;  Modern  Europe,  101-102; 
Land  of  the  Midnight  Sun,  Vol.  I,  297-302;  Vol.  II,  3;  Carpenter's  Geo- 
graphical Reader,  180;  Norway  Nights  and  Russian  Days,  28-52  (diffuse). 

Bergen — Footprints  of  Travel,  247-250;  Modern  Europe,  104-105;  Land 
of  the  Midniglit  Sun,  X'ol.  T,  203-210;  Glimpses  of  Three  Coasts,  221-240; 
Stoddard,  Norway,  82-88;  Northern  luiropc  (Pratt),  88-92. 

Gothenburg — Footprints  of  Travel,  233-234;  Modern  Europe.  119;  Car- 
penter, 180-181  ;  Land  of  the  Midnight  Sun,  Vol.  L  5. 

Hammerfest — InnHprints  of  Travel,  266-267;  Carpenter's  Europe,  170- 
171 ;  Land  of  the  Midnight  Sim,  Vol.  I,  97-99;  Norway  Nights  and  Russian 
Days,  155-159. 


(    21    ) 


Trondhjem — Footprints  of  Travel,  251-253;  Carpenter's  Europe,  166-168; 
Land  of  the  Midnight  Sun,  Vol.  I,  191-192;  Norway  Nights  and  Russian 
Days,  121-128. 

Tromso — Footprints  of  Travel,  261-263;  Carpenter's  Europe,  169-170; 
Land  of  the  Midnight  Sun,  Vol.  II,  113-114;  Davis,  143-154. 

The  personal  traits  of  the  Scandinavians  and  their  social  customs,  so  dif- 
ferent from  ours,  should  be  brought  out.  The  people  of  both  countries  are 
noted  for  their  hospitality  toward  each  other  and  toward  strangers.  The 
traveler  is  always  impressed  by  the  kindly  welcome  he  receives.  Good  char- 
acter is  a  public  ideal,  practically  worked  out.  Read  what  Du  Chaillu  says 
of  his  experiences,  in  Land  of  the  Midnight  Sun,  Vol.  I,  pp.  114,  199-200, 
245-246,  250,  289,  299-300,  401-402;  Vol.  II,  pp.  17-18,  118,  228,  374-376, 
394-398,  417.  A  pleasing  idea  of  the  pastoral  repose  of  a  Norwegian  rural 
home  is  given  in  Vol.  I,  pp.  247-249.  See,  also,  Feats  on  the  Fiord,  pp.  10-14, 
and  Norway  Nights  and  Russian  Days,  pp.  65-66  and  71. 

A  charming  description,  amounting  to  a  tribute,  of  rural  Sweden  is  to  be 
found  in  Johonnot's  Reader,  pp.  193-197.  It  is  written  by  Longfellow.  Read, 
also,  Footprints  of  Travel,  pp.  240-241  and  250-251,  and  Norway  Nights 
and  Russian  Days,  1 20-121.  Du  Chaillu  comments  frequently  on  the  con- 
spicuous honesty  and  sobriety  of  the  people.  See  Land  of  the  Midnight  Sun, 
Vol.  II,  pp.  39,  48,  167,  169,  202-203,  306,  122,  127,  216-218;  also  Vol. 
I,  pp.  3,  41,  168  and  178,  and  Stoddard's  Sweden.  289.     James  Nasmyth 

(Autobiography,       pp.     304-305) 
pays  a  glowing  tribute  to  these 
sterling  qualities  of  the  Swedes ; 
and  they  seem  to  be  exhibited  in 
the  northern  peoples,  the  Lapps,  as 
well.      Read    Land    of    the    Long 
Night,  242-243.     Carpenter's  Eu- 
rope. 179-180,  gives  an  idea  of  the 
industry    of    the     Scandinavians. 
Around  the  World  (second  book),  79-101, 
describes,  for  third-  and  fourth-year  chil- 
dren, their  various  industries. 

In  the  Swedish  household  every  one  is 
cheerfully  busy  at  some  domestic  task. 
Read  Land  of  the  Midnight  Sun,  Vol.  II, 
p.  417;   also,  Feats  on  the  Fiord,  42-44. 

Another  trait  of  these  people  is  their 
strong  belief  in  equality  among  men. 
In  Norway  they  address  even  the 
king  as  "du"  (thou).  Employers, 
also,  are  very  courteous  to  their  working-people.  Servants  are  treated  on  a 
basis  of  equality.     Read  Land  of  the  Midnight  Sun,  Vol.  I,  pp.  391-392; 


Fig.  17. 

"  Do  not  forget  to  rest  your  horses." 


(    22    ) 


\*ol.  II,  pp.  216-217,  397-398,  451-452.    Throughout  Feats  on  the  Fiord  the 
equaUty  of  servant  and  householder  is  apparent.     See  page  7  of  that  story. 

One  other  trait  noticeable  to  the  traveler  from  possibly  less  kindly  lands 
is  the  Scandinavian's  habitual  kindness  to  animals.  Along  the  steep  hill- 
roads  of  Norway  are  frequent  signs  reading  "  Do  not  forget  to  rest  your 
horses."'  In  both  countries  it  is  common  to  set  out  sheaves  of  grain  for  the 
song-birds.  In  that  pleasant  land  the  animals  and  birds  seem  to  expect 
consideration.  See  Footprints  of  Travel,  244;  Modern  Europe,  103;  The 
Wide  World,  88;  Boy  Travelers  in  North  Europe,  474-480;  Land  of  the 
Midnight  Sun.  Vol.  I,  58-59,  and  Vol.  II,  6-7. 

Around  the  World  (second  book)  contains  good  reading  for  third  and 
fourth  grades,  descriptive  of  Norse  customs  generally,  and  useful  in  the 
present  topic.  In  Carpenter's  Europe, 
176-186,  the  author  takes  us  upon  a 
pleasant  "carriole"  trip,  in  which  we 
meet  the  people  and  see  their  daily  do- 
ings. 

The  children  will  enjoy  reading  about 
the    Norse   boys'    games — skating,    sail- 
ing on  skates,  etc.     Accounts  are  to  be 
found  in  The  Wide  World,  88-95;    ^y  Land  and  Sea, 
53-59;    Northern  Europe  (Ginn),  15-17,  and  Children 
of  the  World,  Chapter  Eleven.     The  merry  festivities 
of  the  Christmas  season  are  told  about  in  Land  of  the 
Midnight  Sun,  Vol.  II,  pp.  4-9,  and  in  Children  of  the 
World,  pp.  154-155.     Midsummer  day  is  also  a  time  of 
fun  and  frolic.     See  Land  of  the  Midnight  Sun,  \'ol. 
II,  pp.  224-225. 

A  Swedish  dinner  is  a  curiosity  throughout,  begin- 
ning with  a  preliminary  course  of  tid-bits,  eaten  at  a 
sideboard,  standing.  Read  Land  of  the  Midnight  Sun, 
Vol.  I,  pp.  6-8;  also,  Stoddard's  Sweden,  289.  Some  of 
the  curious  foods  of  Norway  are  described  in  Norway 
Nights  and   Russian  Days,  69-70,  and   in   Stoddard's   Norway,   30-34. 

The  Scandinavians  used  to  be  very  superstitious.  They  still  have  a  linger- 
ing belief  in  water-sprites,  trolls,  and  other  mysterious  beings.  .These  beliefs 
are  brought  out  in  ilie  anecdotes  on  pages  8-9,  24-41  and  194-^97  of  Feats  on 
the  Fiord. 

In  the  curious  land  of  Sweden  steamships  climb  hills  and  travel  overland 
from  one  sea  to  the  other.  They  climb  upstairs  some  three  hundred  feet  in 
the  locks  of  the  famous  Gota  Canal.  Fig.  19  becomes  a  realistic  illustration 
if  you  draw  the  boat  first  in  one  lock,  then  in  the  next,  changing  the  water- 
level  to  permit  the  passage.  This  water-way  is  none  of  your  American 
coal-barge  routes,  but  a  delightful  inland  passage,  along  which  the  happy 
tourist  may  dawdle  for  days  on  a  conif(jrtable  passenger  steamer  and  sec  the 


Fi 


18. 


Christmas  for 
the  Birds. 


(  23   ) 

interior  of  Sweden  in  all  its  ciuaint  beauty.  Good  accounts  are  found  in 
Stoddard's  Sweden,  283-293  (plentifully  illustrated)  ;  Nasmyth's  Auto- 
biography, 300-308;  Footprints  of  Travel,  234-235;  Modern  Europe,  117; 
Norway  Nights  and  Russian  Days,  181-182;  Land  of  the  Midnight  Sun, 
V^ol.  II,  330-333  and  336-^;^^.  The  first  two  mentioned  have  the  best 
accounts. 

In  Norway  the  distinguishing  features  of  travel  are  the  stocky,  willing 
little  ponies,  the  carriole,  with  its  girl  driver,  and  the  curious  system  of 
post-roads.  Read  Knox's  Boy  Travelers  in  Northern  Europe,  474-480 ;  North- 
ern Europe  (Ginn),  102-104;  Stoddard's  Norway,  26-28;  Chasing  the  Sun, 
58-64,  68-74,  99-100,  116,  1 19-120. 


Fig.  19. 

The  Locks.  (In  the  diagram  the  steamer  is  going  "upstairs."'  The  water  in 
lock  a  will  be  raised  to  a  level  with  that  in  b;  then  the  gates,  x,  will  be 
opened.  The  steamer  will  pass  into  b.  The  water  in  that  lock  will  then  be 
raised  to  the  level  of  c,  and  the  vessel  will  pass  as  before.) 

In  mountainous  countries  having  cold  winters  and  warm  surnmers  the 
farmers  generally  have  two  farms.  One  of  these  is  the  mountain  pasture, 
to  which  they  drive  their  cattle  in  the  spring.  The  other  is  the  lowland  farm, 
to  which  the  animals  are  driven  back  in  the  autumn.  In  Switzerland,  Scandi- 
navia, and  the  Sierra  foothills  of  California  the  cattle  and  sheep  perform  this 
migration  up  and  down  the  mountain  every  year.  In  Scandinavia  the  moun- 
tain dairy-farm  is  called  the  sactcr.  It  is  usually  conducted  by  the  girls  of 
the  family.  They  live  up  there  alone  all  summer,  making  butter  and  cheese, 
and  lead  a  romantic  but  ver}-  lonesome  life,  until  it  is  time  to  go  below  for 
the  season.  Land  of  the  Alidnight  Sun,  Vol.  I,  290-296,  gives  a  good  idea 
of  a  saeter ;  also  pp.  280-281,  285-288  and  433 ;  also  in  Vol.  II,  pp.  254,  256, 
268  and  303-307.    Modern  Europe,  97,  contains  a  short  reference. 

\\'ritten  review. 

1.  Why  is  the  population  of  Scandinavia  mainly  in  the  south? 

2.  Describe  the  character  of  the  Scandinavians. 

3.  Write  a  little  story  that  shows  their  character. 


(   24   ) 

Things  to  remember — 
„^^^  I.  That  the  north  is  a  lonesome  land  and  the  south  quite  thickly 

populated. 
2.  That  the  people  are  notably  kind,  honest,  and  industrious. 

Outline  map  test.* 

1.  Shade  the  map  to  suggest  density  of  population — the  more  people  the 
darker  the  shading. 

2.  Place  dots  locating  the  following  places ;  make  the  dot  large  or  small, 
according  to  the  size  of  the  place :  Stockholm,  Gothenburg,  Christiania, 
Bergen,  Trondhjem,  Hammerfest. 

3.  Print  the  names  in  place. 


_  6.  The  land  is  not  adapted  to  supporting  a  large  population,  so  the 

Scandinavians  are  notably  a  sea-faring  people. 

Only  one  fiftieth  of  Norway  is  arable  land,  and  in  Sweden  less  than  one 
tenth.  The  rest  is  made  up  of  steep  mountain  land,  either  bare  or  forested. 
These  conditions  drive  the  bulk  of  the  Scandinavians  either  to  their  coast 
fisheries  or  to  service  on  the  high  sea.  Read  Adams'  Commercial  Geography, 
pp.  258-260  and  262. 

The  Scandinavian  sailors  are  known  in  every  part  of  the  world.  If  we 
should  step  aboard  a  ship  in  Bombay  or  any  other  distant  port,  we  would 
probably  find  that  some  of  the  crew  had  been  born  on  the  crags 
Vila,  over  some  Norwegian  fiord,  or  perhaps  in  sight  of  some  Swedish 
lake.  Ship  captains  are  always  glad  to  get  these  Norse  sailors.  They 
are  obedient  and  know  how  to  do  their  work.  Many  of  them  get  their 
training  for  the  sea  in  the  great  fisheries  on  the  coast  of  Norway.  See 
remarks,  p.  150  and  top  of  p.  125,  Vol.  II,  Land  of  the  Midnight  Sun;  also 
Footprints  of  Travel,  245. 

The  Norwegians  arc  not  only  sailors ;  they  are  captains  and  owners.  Save 
Great  Britain  and  the  United  States,  little  Norway  has  more  freight  vessels 
on  the  ocean  than  any  other  country  in  the  world.  Having  little  of  her  own 
to  carry,  these  ships  do  an  ocean  express  business  for  the  other  nations,  just 
as  an  expressman  in  our  own  town  will  carry  boxes  and  bales  for  other 
people  and  then  go  home  with  his  earnings.  Adams'  Commercial  Geography, 
pp.  262  and  158,  gives  an  idea  of  the  significance  of  this  immense  "  carrying 
trade."  Tarr  and  McMurry  (third  book),  pp.  255-256,  remarks  in  the  same 
vein. 

The  Norway  fisheries  are  described  in  detail  in  Land  of  the  Midnight  Sun, 
Vol.  IT.  The  famous  Lofodcn  Island  fisheries  arc  dealt  with  in  j)ages  1 15-134 
and  145-146.  Mr.  I  )n  (liaillii  went  willi  tlicse  Norse  fishermen  in  their 
boats,  and  lived  their  life  nn   land  and  sen.      \\v  helped  catch  codfish,  and 

•The  IcaclKT  will  (iiul  I'"i(<.  i  a  ^ixxl  iii.-qi  tmni  wliii  h  to  lra(  c  licr  Ik(  loj^iaiilied  outlines. 


(  25  ) 

tells  just  how  it  was  done.  He  gives  us  an  idea  of  the  enormous  number  of 
codfish  caught,  and  of  the  simple,  homely  life  of  the  fishermen.  In  his  com- 
pany, we  see  how  the  cod-liver  oil  is  made  which  is  sold  at  the  corner  drug- 
store in  our  own  town.  Around  the  World  (second  book)  has  some  pictures 
and  reading  for  children  on  this  subject,  pp.  99-101. 

Besides  the  cod-fishing,  the  Norwegians  do  a  big  business  in  herring, 
using  great  nets.  Read  pages  146-150,  Land  of  the  Midnight  Sun,  Vol.  II. 
There  are  references  to  fishing  elsewhere  in  the  book,  but  those  cited  will 
be  ample  for  the  teacher's  purpose.  Of  course  the  art  of  presenting  the 
subject  is  to  minimize  the  technical  details  and  bring  out  the  landscape,  the 
picturesqueness  of  the  fisher's  life,  and  the  fact  that  so  large  a  part  of  the 
people  are  fishermen  and  sailors. 

Land  of  the  Long  Night  deals  with  the  Norway  fisheries  in  a  form  avail- 
able for  children's  reading.     Pages  190-21 1  give  a  close  acquaintance  with 


Fig.  20. 

With  the  Norse  Fishermen  in  Their  Boats. 

the  serious,  honest  fiord  folk,  who  look  only  upon  the  sea  and  figure  only 
upon  fish.  Even  the  cows  and  sheep  eat  fish!  (p.  237).  See,  also,  Feats  on 
the  Fiord,  p.  4. 

Footprints  of  Travel,  pp.  248-249,  tells  of  the  shark-fishing  off  the  Nor- 
wegian coast.  There  is  a  reference  to  the  Lofoden  fishermen  on  pages 
258-259.  From  Tromso  vessels  start  for  the  seal  and  walrus  grounds. 
See  page  263. 

A  general  account  of  cod-fishing,  herring-fishing,  etc.,  applicable  to  the 
present  study  is  to  be  found  in  Information  Reader  No.  i,  pp.  120-126  and 
148-152.  The  Lofoden  cod-fisheries  are  told  about  in  Modern  Europe, 
108-109.  Stoddard  (Norway,  p.  85)  speaks  of  Bergen  as  the  chief  distribut- 
ing-point for  Norway's  fish  ;  and  on  pages   106-107  tells  how  most  of  the 


(    26    ) 

Lofoden  cod-fishing  is  done  by  the  Hght  of  the  aurora.     Glimpses  of  Three 
Coasts  gives  a  chatty  description  of  Bergen  as  a  fish-market,    (p.  235-236). 

The  Tarr-McMurry  Geography.  Book  Third,  pp.  254-257,  gives  a  resume 
of  Norway's  dependence  upon  the  sea. 

Written  review. 

1.  Compare  the  occupations  of  the  Norwegians  with  those  of  the  Swedes. 

2.  Why  do  foreign  vessels  so  often  have  Scandinavian  sailors  ? 

Definite  points  to  be  made — 

I.  That  Norway  has  few  farmers  and  many  sailors,  and  why. 
VIII.     2.  That  Sweden  has  more  farmers  and  a  bigger  population,  and  why. 
3.  That  the  merchant  fleets  of  the  world  are  manned  largely  by  Scan- 
dinavian sailors. 

Test. 

1.  Shade  an  outline  map  of  Scandinavia  to  show  the  great  fishing  region, 

2.  Shade,  also,  the  principal  farming  area. 

3.  Print  these  words  in  place :    Fisheries.     Farming. 


II. 


7.  ///  fhc  world's  markets  this  region  is  kiioz<')i  for  its  coast  fisheries, 
its  lumber,  and  its  iron. 
The  preceding  topic  has  given  us  a  clear  notion  of  the  great  fishing  indus- 
try of  the  Norwegians.     It  remains  to  remind  the  children  that  the  codfish 

are  dried  and  the  herrings  smoked.    In  this 

form  they  are  shipped  all  over  the  world,  so 

that    Boer    soldiers    in    South    Africa    and 

wheat  farmers  in  Dakota  are  likely  to  sit 
down    to   a   breakfast    of   fish    that 

Vila,     were  caught  ofif  the   Lofoden   Isl- 
ands,  perhaps  as  much   as  a  year 

before,   by   a    Norwegian   fisherman.      Give 

the  class  an  idea  of  this  great  preparation 

of  fish  for  ex])ort.    See  pages  1 18-1 19,  Land 

of  the  Midnight  Sun,  \'ol.  II ;  also  Glimpses 

of  Three  Coasts,  240.     Around  the  World 

(second   book),    pp.    100-102,   has   a    little 

children's  reading. 

Next  to  Norway's  codfish  we  think  of  her 

lumber.     How  often  we  hear  poetical  allu- 
sions to  the  staunch  ship  with  Jier  mast  of 

Norway  pine.     All  througli  the  fiord  region, 

where  the  rocks  are  not  too  steep,  they  arc 

covered  witli  forests.   And  out  of  these  the  Scandinavian  cuts  the  logs  that  go 

to  many  countries.     Carpenter's  Europe,  pp.   176-177,  muses  a  little  on  the 


rig.  21 . 

■■  Tlic  masts  of  great  sliips 
are  here." 


(  27  ) 

wanderings  of  a  Norway  pine.  ,  Modern  Europe,  pp.  99-100,  tells  about  these 
fiord  lumbermen.  "  Wherever  there  is  a  platform  beside  the  cataract  where 
the  sawyer  may  plant  his  mill  and  make  a  path  from  it  to  join  some  great 
road,  there  is  a  human  habitation  and  the  sounds  that  belong  to  it." — Feats  on 
the  Fiord,  p.  3. 

Sweden  is  also  a  great  lumber  country.  Indeed,  lumber  is  her  largest  item 
of  export.  See  Adams'  Commercial  Geography,  p.  260.  JNIcMurn,^  (Book 
Third,  p.  258)  says  that  nearly  one  half  of  Sweden  is  covered  with  forest. 

We  are  in  danger  of  giving  the  pupils  the  notion  that  all  Scandinavians 
are  fishermen  and  none  are  farmers.  As  a  matter  of  fact,  the  agricultural 
population  is  the  larger  of  the  two.  The  Swedish  farmers  raise  a  great  deal 
of  the  food  that  is  eaten  in  Sweden.  But  we  think  of  a  country  not  by  what 
it  raises  and  eats,  but  by  what  it  raises  and  sells ;  and  Scandinavia  has  no 
food  product  to  sell  except  fish. 

The  iron  of  Scandinavia  is  famous  in  other  countries  for  its  fine  quality. 
England  and  Germany  buy  a  great  deal  of  it.  Much  of  the  "  Sheffield 
steel  "  that  we  prize  so  highly  in  our  knives  and  other  tools  is  originally  dug 
out  of  the  ground  in  Sweden,  and  sent  to  Sheffield,  England,  to  be  made  up. 
The  ''Norway  iron,'"  so  famous  among  blacksmiths,  is  really  Swedish  iron. 

Nasmyth's  description  of  the  Swedish  iron  mines  at  Dannemora  (Auto- 
biography, pp.  300-302)  is  worth  the  teacher's  reading  for  her  own  sake. 
The  "  unfathomable  depths  "  of  this  vast  hole  in  the  ground  are  anything 
but  prosaic  in  the  reading.  There  is  also  a  full-page  illustration  worthy  of 
Dore.  There  are  shorter  references  in  Footprints  of  Travel,  236,  and  Modern 
Europe,  114. 

Lest  the  children  have  by  this  time  the  fixed  notion  that  Scandinavia  is 
made  up  entirely  of  fiord  and  snowbank,  a  little  reference  to  Swedish  manu- 
facturing may  be  made,  as  found  in  Land  of  the  Midnight  Sun,  Vol.  II, 
pp.  372  et  seq.  The  busy  cities  of  workmen,  such  as  Norrkoping,  should  be 
pictured,  and  visited  in  imagination.  An  important  preliminary  is  to  locate 
the  place  on  the  map  always. 

Written  review. 

1.  Name  the  two  principal  exports  of  Norway. 

2.  Name  the  two  principal  exports  of  Sweden. 

3.  Tell  how  the  codfish  are  prepared  for  export. 

4.  State  some  use  to  which  the  Norway  pine  is  put. 

5.  Tell  what  you  have  learned  about  "  Sheffield  "  steel. 

Things  to  remember — 
VIII.     I.  Norway  exports  chiefly  codfish  and  the  famous  Norway  pine. 
2.  Sweden  exports  chiefly  lumber  and  a  high  grade  of  iron. 


PHYSICAL    GEOGRAPHY    OF    SCANDINAVIA. 

I.  The  fiords  are  thought  to  be  "  drowned  "'  valleys,  cut  originally  by 
glaciers  and  rivers,  and  afterward  sunk  below  sea-level.  2.  The  mild  climate 
of  Norway  is  now  ascribed  to  the  prevailing-  sea  winds,  and  not  to  the  Gulf 
Stream.  3.  The  long  winter  night,  the  long  summer  day,  and  the  midnight 
sun  result  from  the  earth's  annual  revolution  and  the  inclination  of  its  axis. 
4.  Scandinavia's  long  winter  and  short  summer  are  due  to  the  low  altitudes 
of  the  sun.  5.  The  aurora  borealis  is  believed  to  be  the  light  of  a  great  mag- 
netic disturbance  over  the  magnetic  pole. 

I.  The  fiords  are  thought  to  be  "drowned"  valleys,  cut  originally  by 
glaciers  and  rivers,  and  afterward  sunk  below  sea-level. 

In  many  coasts  of  the  world  there  are  long,  deep  bays,  such  as  in  Norway 
are  called  fiords.  Physiographers  take  these  fiords  as  evidence  that  the  land 
in  those  parts  has  gradually  sunk,  allowing  the  sea  to  creep  into  the  mouth- 
ward  parts  of  the  river  valleys.  New  York  Bay  is  really  a  fiord  in  this  sense, 
and  divers  who  explore  its  bottom  find  the  old  river  channel  reaching  quite 
out  into  the  sea.     Wherever  the  map  shows  a  ragged,  deeply  cut  coast,  such 


Fig.  22. 

The  Making  of  a  Fiord,    (a.  The  river  valleys  before  the  region  has  sunk. 
b.  The  flooded  valleys,  or  fiords,  after  the   sinking.) 

as  that  of  Maine,  Alaska,  Chile,  Scotland,  or  Norway,  we  may  be  fairly  certain 
that  the  long  arms  of  ocean  water  are  fiords  and  that  the  land  has  sunk 
and  "  drowned  "  its  rivers  in  the  sea. 

In  the  case  of  Norway,  the  fiords  are  so  very  deep  that  nothing  but  glaciers 
could  have  cut  them  out.  It  is  believed  that  the  Scandinavian  plateau  was 
once  much  higher  than  now,  and  covered  by  a  tremendous  ice-cap.  Out  of 
this  ice-mass  the  glaciers  crept,  grinding  out  deep  valleys  as  they  pushed 
toward  the  sea.  After  the  glaciers  disappeared  these  valleys  were  occupied 
by  rivers,  which  wore  them  down  still  further.     Now  the  land  sank  slowly 

(   28  ) 


(    29    ) 

into  the  sea.  The  sinking  amounted  to  several  thousand  feet,  and  progressed 
so  slowly  that  it  took  many  thousand  years.  As  the  sinking  went  on  the 
sea  filled  the  sunken  valleys  and  made  fiords.  The  teacher  looking  the  mat- 
ter up  for  the  first  time  will  be  perplexed  to  read  that  Norway  is  rising 
instead  of  sinking.  She  has  only  to  remember,  however,  that  this  is  a  later 
movement.  Throughout  the  earth's  surface  this  slow  upheaval  and  sub- 
sidence is  forever  going  on,  sometimes  the  one,  sometimes  the  other. 

The  explanation  of  the  fiord,  or  drowned  valley,  is  given  in  any  geology 
or  physical  geography,  among  them  the  following : 

Davis's  Physical  Geography,  pp.  196,  345,  358-359,  368-369. 

Brigham's  Text-Book  of  Geology,  pp.  166-167,  277. 

LeConte's  Compend  of  Geology,  pp.  38,  155-157. 

Tarr  and  AIcAIurry's  Geography,  Third  Book,  p.  257. 

Dryer's  Lessons  in  Physical  Geography,  pp.  133-134,  228-229. 

Land  of  the  Midnight  Sun,  Vol.  I,  devotes  pages  219-226  and  316-317  to 
a  consideration  of  this  sinking  and  rising  of  Scandinavia,  and  to  the  agency 
of  the  glaciers  in  fiord  cutting. 


2.  The  mild  climate  of  Norzvay  is  nozv  ascribed  to  the  prevailing  sea  zuinds, 
and  not  to  the  Gidf  Stream. 

The  explanation  commonly  given  is  that  the  Gulf  Stream  sweeps  north- 
ward from  the  tropics  with  its  flood  of  warm  water,  and  lends  its  mild  tem- 
peratures to  the  coasts  of  north  Europe,  particularly  Norway,  and  including 
Great  Britain.  While  the  climatic  facts  beautifully  justify  this  theory,  our 
meteorologists  lately  are  telling  us  that  it  is  all  just  a  pretty  fancy  of  Maury's. 
They  say  that  the  Gulf  Stream  disperses  itself  before  it  reaches  such  high 
latitudes.  They  say,  also,  that  it  is  the  prevailing  ocean  winds  that  soften 
Norway's  climate.  They  remind  us  that  any  region  whose  prevailing  winds 
are  from  the  sea  will  enjoy  the  mild  climate,  summer  and  winter,  of  the  sea 
itself.  The  scientists  of  to-day  speak  of  "  the  Gulf  Stream  myth  "  (so  far  as 
it  applies  to  the  climate  of  Europe),  and  charge  it  to  the  account  of  ]\Iaury, 
who  first  advanced  the  theory. 

One  piece  of  evidence  in  favor  of  the  Gulf  Stream  idea,  as  affecting  Nor- 
way, seems  as  yet  to  have  been  overlooked.  It  is  that  the  harbor  of  Hammer- 
fest  remains  open  throughout  the  winter,  while  that  of  Christiania,  a  thousand 
miles  nearer  the  equator,  is  frozen  for  three  months  in  the  year.  This  fact 
appears  the  more  troublesome  since  the  two  places  are  of  such  geographical 
location  as  to  give  full  color  to  the  Gulf  Stream  explanation ;  while,  if  the 
latter  is  to  be  superseded,  the  prevailing  winds  should  bring  to  Christiania 
practically  the  same  soft  winter  that  is  enjoyed  by  Hammerfest,  plus  the 
benefit  of  a  more  southerly  location.  This  kink  is  doubtless  easily  explained, 
however,  by  some  local  condition. 


(  30  ) 

As  to  what  we  geography  teachers  shall  do  in  the  matter,  there  seems  to 
be  but  one  course  open.  That  is  to  explain  carefully  the  Gulf  Stream  idea, 
because  it  has  grown  to  be  an  item  of  universal  belief,  and  therefore  essential 
to  our  teaching;  but  at  the  same  time  to  see  that  the  children  regard  it 
as  a  brilliant  notion  of  other  days,  disproven  in  our  own.  And,  finally,  we 
must  supplant  it  with  the  simple  conception  of  a  sea-wind  bestowing  the  soft 
climate  of  the  sea  upon  the  favored  land  over  which  it  blows. 

The  Gulf  Stream  explanation  of  Norway's  climate  is  to  be  found  specifically 
stated  in  Land  of  the  Midnight  Sun,  Vol.  II,  chapter  lo.  Read,  also.  Bayard 
Taylor,  in  Johonnot's  Reader,  pp.  330-331  ;  Carpenters  Europe,  p.  168;  Land 
of  the  Long  Night,  pp.  188-189  and  228;  Footprints  of  Travel,  pp.  238  and 
266-267:  Stoddard's  Norway,  pp.  11  and  112-113.     Of  course,  the  standard 


Fig.  2Z. 
The  Gulf  Stream  Idea,  so  far  as  It  Concerned  Norway. 

presentation  of  this  theory  is  to  be  found  in  Tlic  (K^ography  of  the  Sea,  by 
Maury,  the  father  of  the  idea. 

The  refutation  of  the  Gulf  Stream  theory,  ascribing  these  climatic  effects 
wholly  to  the  agency  of  j^revailing  sea-winds,  is  convincingly  given  in  "  The 
Gulf  Stream  Myth,"  Scribner's,  \'ol.  31  (1902),  i)p.  689  et  se(|.,  and  Bulletin 
American  Geographical  Society  (July,  1901).  p.  259,  "Certain  Persistent 
Errors  fn  (ieographv." 


(  31  ) 

3-  The  long  n'lntcr  night,  the  long  summer  day,  and  the  midnight  sun 
result  from  the  earth's  annual  revolution  and  the  inclination  of  its  axis. 

The  present  purpose  is  not  to  teach  mathematical  geography  inclusively, 
but  to  have  recourse  to  so  much  of  it  as  will  explain  Norway's  midnight 
sun  and  her  curious  day  and  night. 

During  summer  in  the  northern  hemisphere  the  earth's  axis  inclines  toward 
the  sun.  During  the  winter  it  inclines  away.  Look  at  the  summer  position. 
Fig.  24,  The  axis  leans  toward  the  sun.  The  north  pole  is  well  out  in  the 
hemisphere  of  daylight.  Now  let  us  imagine  the  earth  rotating  on  its  axis. 
Each  rotation  will  make  a  day,  according  to  the  calendar.  Yet  the  pole  will 
remain  out  in  the  sunlit  hemisphere.  A  person  standing  at  the  pole  would 
see  the  sun  all  the  time.    There  would  be  no  darkness. 

Now  notice  that  the  same  will  be  true  on  that  day  for  the  whole  arctic 
region.     The  sun's  rays  pass  beyond  the  pole  and  strike  as  far  as  the  Arctic 


Fig.  24. 
The  Long  Winter  Night  and  the  Long  Summer  Day. 

Circle  on  the  other  side.  In  other  words,  when  the  earth  is  in  that  part  of 
its  orbit,  the  whole  region  bounded  by  the  Arctic  Circle  has  the  sun  all  night. 
Seen  from  a  town  on  the  Arctic  Circle  on  that  day,  the  sun,  instead  of  setting, 
makes  a  complete  circle  in  the  sky. 

Of  course,  the  longest  period  of  continuous  sunshine  is  at  the  pole  itself. 
If  any  one  were  there  to  see,  the  sun  would  be  in  sight  for  six  months  and 
below  the  horizon  the  other  six.  These  periods  shorten  rapidly  as  we  leave 
the  pole.  At  Hammerfest  the  sun  is  continuously  in  sight  for  two  and  a 
half  months ;  but  at  the  Arctic  Circle  the  longest  period  of  actual  sunshine  is 
twenty-four  hours.  This  happens  on  midsummer  day  and  is  the  most  south- 
erly instance  of  Norway's  midnight  sun.  In  Volume  I,  Land  of  the  Midnight 
Sun,  p.  107,  there  is  a  table  giving  the  duration  of  the  long  day  and  the 
long  night  at  different  arctic  latitudes  in  Norway. 

Proceeding  south  from  the  Arctic  Circle,  day  and  night  grow  more  nearly 
of  the  same  length.  But  even  in  our  own  latitude  we  have  a  long  day  and 
short  night  in  summer  and  the  reverse  in  winter.  At  the  equator  day  and 
night  are  always  equal. 

We  can  estimate  the  day's  length  in  any  latitude  by  studying  Fig.  25,  which 
shows  the  axis  inclined  toward  the  sun  on  midsummer  day.     Any  parallel 


(    32    ) 


of  latitude  that  is  entirely  within  the  lighted  hemisphere  will  have  the  sun 
for  at  least  all  of  one  rotation.  If  the  parallel  slightly  enters  the  dark 
hemisphere,  that  latitude  will  have  a  short  night — a  few  minutes  or  hours, 
according  to  the  proportion  of  the  parallel  that  lies  in  the  dark.  Notice  that, 
as  we  proceed  southward,  more  and  more  of  the  parallel  lies  in  the  dark 
half  of  the  earth  until  at  the  equator  just  half  the  day's  rotation  lies  in  the 
light  and  the  other  half  in  the  dark. 

The  teacher  will  be  greatly  aided  in  the  presentation  of  this  topic  by  a 
careful  reading  of  Jackson's  Astronomical  Geography,  pp,  32-64,  She  will 
find  the  little  book  not  as  for- 
midable as  its  name.  The  essen- 
tial understanding  of  the  earth- 
and-sun  relation  is  nowhere  else 
so  easily  gained. 

The  Tarr  and  McMurry  Ge- 
ography (third  book),  pp.  8-16, 
gives  a  serviceable  explanation 
of  the  seasons,  and  the  diagrams 
are  particularly  valuable.  ,  Du 
Chaillu  in  Volume  I,  Land  of  the 
Midnight  Sun,  pp.  61-63.  ex- 
plains the  long  day  and  night  in 
Xorway.  His  table  on  page  107 
is  useful  in  connection. 

Turning    now    to    the    winter 

position     (Fig,     24),     we     find 

the    earth's  axis    inclined    away  '^'  "^5- 

f  ,,  T?  i.1  •  The  proportion  of  the  parallel  lying  within 

from       the       sun.         Everythmg  ,1,^  ^^^^^^^^  hemisphere  determines  the 

within  the  Arctic  Circle  is  in  the  length  of  day  at  that  latitude, 

hemisphere  of  darkness.  A  person  living  on  the  Arctic  Circle  will  catch  just 
a  glimpse  of  the  sun  at  noonday,  as  the  earth's  rotation  brings  him  to  the 
point  nearest  the  sun.  He  will  have  only  a  few  moments  of  day,  and  about 
twenty-four  hours  of  night.  People  farther  north,  or  within  the  Arctic 
Circle,,  will  not  see  the  sun  even  at  noon.  Thoy  will  be  in  the  dark  during 
the  whole  rotation.  Journeying  south  from  the  polar  regions,  we  shall  find 
the  difference  in  length  of  day  and  night  growing  less,  until  at  the  equator 
they  become  equal,  as  before. 


4.  Scandi)iavia's  long  nuntcr  and  short  siiiiinicr  arc  due  to  the  loii'  latitudes 
of  the  sun. 

We  know  that  in  summer  the  sun  is  high  in  the  sky,  and  in  winter  it  is 
lower.  If  the  children  have  never  noticed  this,  they  should  be  led  to  observe 
how   the  noonday   shadows   shorten   as   the   summer   comes  and   how   they 


(  33  ) 

lengthen  as  the  winter  draws  on.  Some  schools  use  a  shadow-stick  for  this 
purpose,  but  fence-posts,  trees,  or  the  pupils  themselves  answer  the  purpose 
just  as  well.  The  shadow-stick  is  made  of  a  short  and  a  longer  piece  of  thin 
wood  (cigar-box  wood  will  do)  nailed  together  at  right  angles,  as  in  Fig. 
26.  If  this  contrivance  is  placed  with  its  "  back  "  toward  the  sun,  the  shadow 
of  the  upright  will  be  thrown  upon  the  horizontal  piece ;  and.  of  course,  in  a 
series  of  trials  through  the  season  this  shadow  will  be  observed  to  lengthen 
or  shorten  according  to  the  altitude  of  the  sun.  If  now  a  strip  of  paper 
be  pasted  upon  the  base-piece,  the  shadow-lengths  may  be  marked,  and  their 
respective  dates  written  against  the  marks ;  and  the  year's  record  is  easily 
made  the  basis  of  a  series  of  effective  lessons  upon  mathematical  geography. 
We  find,  then,  that  in  a  general  way  our  hot  season  is  the  period  when  the 
noonday  sun  is  high  in  the  heavens,  and  our  winter  is  the  season  when  the 
sun,  even  at  noontime,  is  low  toward  the  south.  The  hottest  countries  of 
the  earth  have  the  sun  directly  over  head,  which  we  never  do ;  but  in  arctic 

latitudes  even  the  midsummer 
\v^  sun  is  very  low  in  the  southern 
/"/i^-^  sky,  while  the  winter  sun  is  alto- 
gether out  of  sight.  It  is  plain, 
then,  that  the  tropics,  over  which 
the  sun  stays  all  the  time,  will 
have  a  perpetual  summer;  and 
the  polar  regions,  where  the  sun 
merely  hangs  low  for  a  while 
in    the    far    southern    sky,    will 

-^.        ^  have  a  nearly  continuous  winter, 

rig.  20. 

And  we  must  remember  here 
The  Shadow-Stick.  ,1     .     ^-  ,t       1       1 

that    Aorway   thauKs   her   ocean 

air,  rather  than  direct  sunshine,  for  her  mild  climate.  Other  lands  in  Nor- 
way's latitude,  which  have  not  the  benefit  of  the  soft  ocean  airs,  have  a 
much  longer  and  colder  winter. 

A  little  further  study  of  Fig.  24  will  be  of  service  here.  Remember  that 
it  is  the  vertical  rays  that  count  for  the  hottest  and  longest  summers ;  and 
the  vertical  rays  are  those  only  which  strike  toward  the  center  of  the  earth. 
Notice,  in  Fig.  24,  the  vertical  ray  strikes  at  Cancer  on  our  midsummer  day 
and  at  Capricorn  in  our  midwinter.  No  latitudes  nearer  the  poles  ever  get 
the  vertical  rays.  Notice  that  in  the  polar  latitudes  the  sun's  rays  strike  the 
earth  in  a  very  oblique  direction,  and  therefore  give  little  heat.  The  fact 
that  the  arctic  regions  have  any  summer  at  all  is  largely  due  to  the  sun 
shining  day  and  night  when  summer  does  come. 

In  this  connection  pages  25-28  of  Jackson's  Astronomical  Geography 
should  be  carefullv  studied  bv  the  teacher. 


(  34  ) 

5-  Tlic  aurora  borcalis  is  believed  to  be  the  Ui:,ht  of  a  great  electric 
VII.     disturbance  over  the  magnetic  pole. 

Du  Chaillu's  description  (Land  of  the  Midnight  Sun,  Vol.  II,  pp. 
46-47)  makes  reference  to  the  electrical  cause  of  the  aurora.  The  matter 
is  further  explained  in  Mill's  Realm  of  Nature,  p.  116. 


VI.     Use  the  text-book  as  a  final  review. 


Books  Mentioned. 

(The  first  group  are  children's  books,  well  adapted  to  the  fourth  grade  and 
of  some  use  in  the  third.  Of  course,  the  information  contained  is  available 
in  upper  grades  as  well.    The  second  group  are  for  teachers'  reference. ) 

Group  I. 

The  Wide  World.    Ginn  &  Co. 

By  Land  and  Sea.    Youths'  Companion  Series. 

Northern  Europe.    Ginn  &  Co. 

Northern  Europe.     Mara  Pratt.     Educational  Pub.  Co. 

Carpenter's  Geographical  Reader — Europe.     American  Book  Co. 

Feats  on  the  Fiord.    Martineau.    Dent  &  Co. 

Around  the  World.    Carroll.    The  Morse  Co. 

Land  of  the  Long  Night.    Du  Chaillu.    Scribners'. 

Boy  Travelers  of  Northern  Europe.    Knox.     Harpers'. 

Viking  Tales.     Jennie  Hall.     Rand  McNally  Co. 

From  the  Old  World  to  the  New.    Dickson.     Macmillan. 

Children  of  the  World.     Educational  Pub.  Co. 

Children's  Stories  of  American  History.     Wright.     Scribners'. 

Modern  Explorers.    Frost.    Cassell  &  Co. 

Group  II. 

Land  of  the  Midnight  Sun  (2  vols).    Du  Chaillu.    Harpers'. 

Glimpses  of  Three  Coasts.    Jackson.    Roberts  Bros. 

John  L.  Stoddard's  Lectures,  Vol.  I  (Norway,  etc.),  Vol.  II  (Sweden, 

etc.).     Balch  Bros. 
Autobiography.    James  Nasymth.     Harpers'. 
Footprints  of  Travel.    P»allou.    Ginn  &  Co. 
Modern  Europe.    Coe.    Silver,  I'urdett  &  Co. 
Geogra])hical  Reader.    Johonnot.     American  I'ook  Co. 
Chasing  the  Sun.     liallantync. 
Commercial  Geography.     Adams.     Aj)pleton. 


(   35  ) 

Norway  Nights  and  Russian  Days.    Davis.     Fords,  Howard  &  Hulbert. 

Ten  Boys.    Jane  Andrews.    Ginn  &  Co. 

Geography  of  the  Sea.     Maury. 

Discovery  of  America,  A^ol.  I.    Fiske.    Houghton.  Mifflin  &  Co. 

Physical  Geography.    Davis.     Ginn  &  Co. 

Lessons  in  Physical  Geography.    Dryer.    American  Book  Co. 

Compend  of  Geology.  Le  Conte.    American  Book  Co. 

Text-Book  in  Geology.    Brigham.    Appleton. 

Astronomical  Geography.    Jackson.     Heath. 

Tarr  and  Mc]\Iurry  Geography  (third  book).     ]\Iacmillan. 

Realm  of  Nature.     ]\Iill.     Scribners'. 


SAN  FRANCISCO   STATE  NORMAL  SCHOOL. 


BULLETIN  NO.  6 


The  Method  of  Teaching  Geography 


BY  TOPICAL  READINGS 


Illustrated  in  tbe  Creatmetit  of  China 


By  FRANK  F.  BUNKER 

Supervisor  of  Geography  Teaching 


PUBIvISHED   BY  THE  GRADUATE  ASSOCIATION  OF  THE 
SAN  FRANCISCO  STATE  NORMAIv  SCHOOL. 


October    1903. 


ANNOUNCEMENT. 


This  Bulletin  is  published  and  distributed  by  the  Graduates  of  the  San 
Francisco  State  Normal  School  among  their  fellow  teachers  of  the  State,  free 
of  charge,  upon  receipt  of  postage  for  mailing  (4  cents).  To  persons  residing 
outside  the  State,  the  price  is  25  cents. 

Other  Bulletins  which  have  been  issued  upon  the  same  conditions,  are 
as  follows : 

Bulletin  No.  i  :  "  The  Teaching  of  Number  in  the  Primary  Grades," 
by  Frank  F.  Bunker;  postage  2  cents,     (First  edition  now  exhausted). 

Bulletin  No.  2  :  "The  Essentials  of  Geography  in  the  Primary  Grades," 
by  Frank  F,  Bunker  and  Effie  B.  McFadden  ;  postage  6  cents.  (First  edition 
now  exhausted). 

Bulletin  No.  3  :  "The  Teaching  of  Language  in  the  Primary  Grades," 
by  Alma  Patterson  ;  postage  2  cents.      (First  edition  now  exhausted). 

Special  notice  regarding  Bulletins  Nos.  i,  2  and  3  :  We  originally 
printed  2000  copies  of  each  of  these  Bulletins  and  in  the  case  of  No.  2,  the 
orders  which  we  cannot  fill,  now  amount  to  1000  and  over.  We  would 
issue  a  second  edition  of  Bulletin  No.  2,  but  we  have  no  funds  with  which 
to  do  this.  Our  Alumni  Association  which  has  undertaken  financially  to 
assist  in  the  free  publication  and  distribution  of  our  Bulletin  series  is  not 
able  to  issue  a  second  edition  as  all  its  available  funds  will  be  used 
in  the  publication  of  two  new  Bulletins  upon  geography,  the  manuscripts  of 
which  are  now  almost  ready  for  the  printer.  It  occurs  to  us  that  a  sufficient 
number  of  teachers  and  schools  throughout  the  State  want  these  Bulletins 
seriously  enough  to  pay  the  cost  of  printing  a  second  edition.  The  cost  of 
republishing  the  Bulletins,  upon  a  basis  of  an  edition  of  2000  each,  will  be 
15  cents  each  for  Bulletin  2,  and  10  cents  each  for  Bulletins  i  and  3.  This, 
of  course,  is  exclusive  of  postage.  The  Graduate  Association  will  receive 
and  file  orders  (it  will  not  be  necessary  to  send  the  money  until  we  send 
notification  that  the  Bulletins  are  ready)  for  any  of  the  exhausted  Bulletins 
at  these  cost  prices,  and  when  the  number  thus  ordered  amounts  to  enough 
to  justify  publishing  a  new  edition  we  will  do  so  and  fill  the  orders. 

Bulletin  No.  4  (to  be  issued  October  15,  1903)  contains  the  courses  of 
study  and  system  for  the  Honorary  Diploma  in  recognition  of  marked  ef- 
ficiency in  teaching.  For  the  present  this  course  and  diploma  is  reserved 
exclusively  for  graduates  of  the  San  Francisco  State  Normal  School.  In 
time,  however,  it  will  probably  be  thrown  open  to  any  earnest,  efi&cient 
teacher  who  desires  self  improvement  and  professional  advancement.  For 
those  who  desire  to  be  informed  concerning  this  course  and  conditions,  Bul- 
letin 4  will  be  mailed  upon  receipt  of  mailing  postage  of  2  cents. 

Bulletin  No.  5  (ready  November  i,  1903).  The  Method  of  Teaching 
Geography  by  the  "Chalk  Lesson  ;"  illustrated  by  the  treatment  of  Scan- 
dinavia ;  by  Walter  J.  Kenyon.     (Postage  2  cents). 

Bulletin  No.  6  (ready  November  i,  1903).  The  Method  of  Teaching 
Geography  by  Topical  Readings  ;  illustrated  in  the  treatment  of  China  ;  by 
Frank  F.  Bunker.     Other  Bulletins  in  course  of  construction  are  as  follows  : 

The  Teaching  of  Arithmetic  in  the  First  and  Second  Grades,  by  David 
R.  Jones. 

The  Teaching  of  Compo.sition  and  Nature  Study  ;    Effie  B.  McFadden. 

The  Teaching  of  Reading  in  the  First  and  Second  Grades,  by  Alma 
Patterson. 

Methods  of  School  Management  and  Discipline,  by  F.  A.  Wagner. 


INTRODUCTION. 


This  Bulletin,  the  details  of  which,  have  grown  out  of  the  work  of 
our  student  teachers  in  the  Training  School,  is  issued  as  a  supplement  to 
the  San  Francisco  State  Normal  School  Bulletin  No.  2,  "The  Essentials  of 
Geography  in  the  Primary  and  Grammar  Grades."  Bulletin  No.  2  deals 
with  the  problem  of  what  is  worth  while  in  geography  teaching.  It  points 
out  that  the  popular  mind,  as  contrasted  with  the  specialist  in  geography, 
has  certain  facts  and  feelings  associated  with  each  of  the  several  areas  or 
geographical  units  of  the  earth's  surface,  and  that  these  facts  and  feelings 
are  the  characteristics  around  which,  and  for  the  establishment  of  which,  all 
the  work  of  geography  instruction  should  center.  It  points  out,  in  addition, 
that  the  general  method  of  presenting  these  characteristics  lies  in  the  organ- 
ized reading  and  class  discussion  of  traveler's  tales,  of  stories  of  adventure, 
of  interesting  descriptions,  and  of  fiction  whose  setting  and  atmosphere  are 
true  to  geographic  fact.  The  space  limitations  of  Bulletin  No.  2  forbade 
anything  further  than  a  discussion  of  the  problem ;  the  general  method  of 
handling  the  various  aspects,  formal,  descriptive,  and  physical ;  and  an 
enumeration  of  what  the  writers  consider  the  characteristics  of  the  several 
geographical  areas.  The  purpose  of  this  Bulletin  is  to  take  one  of  these  areas, 
the  region  of  China,  and  show,  by  way  of  illustration,  how  the  mass  of  good 
supplementary  reading,  which  the  teacher  can  have  for  the  taking,  can  be 
organized  into  lesson  units  and  so  presented  to  children  as  to  secure  effect- 
ively those  facts  and  feelings  which  seem  to  us  essential. 

The  method  of  supplementary  reading  upon  which  our  course  in  geog- 
raphy is  built  is  by  no  means  a  new  method.  It  has  been  tried  by  many 
teachers  in  a  more  or  less  half-hearted  and  halting  way.  All  too  frequently 
they  have  experienced  diflSculty  in  checking  up  results  and  in  determining 
what  their  children  have  accomplished.  In  consequence  of  this  difl&culty 
many  have  become  discouraged  with  the  whole  idea,  and  have  fallen  back 
more  heavily  than  ever  on  the  text  for  the  material  and  method  of  presenta- 
tion. The  reason  for  these  failures,  I  am  positive,  lies  chiefly  in  the  fact 
that  the  reading  which  the  teachers  have  required  of  their  children  has  been 
done  in  a  haphazard  and  desultory  fashion.  The  teacher  makes  the  mistake 
of  following  the  lead  of  her  material  instead  of  making  the  material  subser- 
vient to  her  own  plan  and  organized  scheme  of  lessons.  She  is,  therefore, 
led  hither  and  yon,  back  and  forth,  as  chance  and  not  intelligence  dictates. 
Today  her  children  read  an  article  on  tea  raising  in  China.  Tomorrow  one 
on  rice  culture  in  North  Carolina,  and  the  third  day,  perhaps,  an  account  of 
an  adventure  with  a  polar  bear  in  Alaska.  A  series  of  pictures  pass  rapidly 
before  the  child' s  mind,  but  too  rapidly  and  in  too  disorganized  a  shape  to 
leave  anything  but  the  vaguest  impressions.  This  kaleidoscopic  method  of 
handling  supplementary  reading  not  only  renders  the  teacher's  attempt  to 


check  results  ineffective,  but  it  leads  to  mental  distraction  on  the  child's 
part  which  ultimately  works  out  into  careless  and  irresponsible  habits  of 
reading  and  study. 

To  secure  effective  results  by  this  method,  the  teacher  herself,  must, 
first  of  all,  work  over  carefully  all  the  material  at  her  command  which  bears 
directly  on  the  region  to  be  presented.  She  must  then  decide  what  details 
in  her  material  will  best  illustrate  or  develop  the  characteristics  she  wants 
the  children  to  know.  I^astl}',  these  details  —  stories,  pictures,  descriptions, 
anecdotes  —  must  be  organized  into  lesson  units,  each  lesson  unit  having  as 
its  purpose  the  presentation  of  some  one  essential  characteristic.  In  the 
class  discussion  of  the  references,  which  in  accordance  with  her  plan  the 
teacher  gives  to  her  children,  the  teacher  should  confine  the  class  to  the 
points  which  bear  directly  on  the  characteristic  to  be  established  and  thus 
avoid  the  aimless,  discursive,  desultory  conversation  which  too  frequently 
creeps  into  the  recitations  of  even  the  best  teachers. 

In  the  course  of  the  presentation  of  a  given  lesson  unit  the  teacher  will 
find  that  there  are  certain  facts  which  have  value  in  themselves  apart  from 
their  bearing  in  developing  the  thing  which  is  characteristic.  In  other 
words,  for  one  reason  or  another,  in  the  judgment  of  the  teacher,  there  are 
certain  facts  which  in  themselves  and  of  themselves  are  intrinsically  valuable. 
These  facts  should  be  gathered  up  at  the  close  of  the  presentation  of  the 
lesson  unit  and  drilled  upon  from  time  to  time  in  order  to  insure  their  per- 
manent retention. 

It  should  be  said  that  neither  Bulletin  No.  2  nor  this  one  on  China  at- 
tempts to  supplant  a  text  book.  While  we  have  had  much  to  say  in  con- 
demnation of  the  slavish  use  of  the  text,  yet  we  do  not  wish  to  be  understood 
as  wishing  to  prohibit  its  use  altogether.  A  text  book  in  geography,  by 
reason  of  necessary  space  limitations,  can  never  be  but  little  more  than  a 
compendium  of  facts  and  general  notions  which  the  writers  consider  essen- 
tial. It  is  a  mistake  fatal  to  good  teaching  to  permit  it  to  determine  the 
matter  and  the  method  of  presentation.  Its  true  function  lies,  in  supplying 
on  the  one  hand,  the  pupils'  need  for  a  handy  reference  book,  and  on  the 
other  hand,  the  teacher's  need  for  a  succinct  statement  of  essential  facts  and 
general  notions.  The  better  the  qualities,  then,  which  fit  it  for  such  a  com- 
pendium, the  more  valuable  it  will  be  as  a  text.  There  is  in  our  school  work 
a  place  for  such  a  geography  text,  but  it  is,  except  in  its  aspect  as  a  refer- 
ence book,  after  there  has  been  some  such  preparation  through  reading  and 
class  discussion  as  we  suggest  in  the  pages  which  follow. 

Messrs.  Charles  and  Frank  McMurry  in  ' '  The  Method  of  the  Recita- 
tation,"  a  book  which  every  teacher  should  not  fail  to  study  carefully,  dis- 
cusses this  point  very  sensibly.  They  say  in  part :  "We  do  not  advocate 
u.sing  the  book  (text)  entirely  or  giving  it  up  entirely  ;  on  the  contrary,  the 
text  book  and  the  developing  metliod  can  be  employed  together  and  alter- 
nate with  each  other  as  occasion  demands.  School  instruction  should  cer- 
tainly culminate  in  the  ability  to  use  books  properly,  but  that  does  not 
necessitate  abundant  use  of  text  books,  especially  early  in  school  life,  or  even 
exclusively  at  any  time." 


Bulletin  No.  2  points  out  that  the  proper  pedagogical  order  demands 
that  certain  formal  map  features,  employed  in  the  descriptive  work,  should 
be  presented  first  in  point  of  time  ;  that  this  work  be  followed  up  by  descrip- 
tions dealing  with  the  chief  characteristics  ;  and  that  last  of  all  in  this  se- 
quence comes  the  explanation  of  the  phenomena  which  the  children  are 
familiar  with  through  their  descriptive  work.  This  is  the  sequence  which 
this  Bulletin  seeks  to  illustrate  and  which  we  deem  essential  to  effective  work 
in  the  teaching  of  geography  in  the  elementary  grades. 

Following  this  introduction  will  be  found  a  general  schema  for  prepar- 
ing lessons,  identical  in  form  to  this,  to  be  given  in  presenting  other 
geographical  areas.  The  references  to  the  reading  necessary  to  prepare 
such  lessons  will  be  found  in  Bulletin  No.  2.  Each  lesson  should  be  written 
by  the  teacher  in  a  note  book,  following  the  same  general  plan  of  this  Bulle- 
tin. Then  when  she  again  teaches  the  lesson  to  another  class,  she  can 
refresh  her  memory  by  re-reading  her  notes.  For  teachers  who  are  candi- 
dates for  the  Honorary  Diploma  of  Marked  Efficiency  described  in  Bulletin 
No.  4,  these  note  books  constitute  an  essential  feature  of  the  course.  It  will 
be  of  great  assistance  to  teachers  in  working  up  lessons  in  accordance  with 
this  method,  to  study  carefully  McMurry's  "  Method  of  the  Recitation," 
and  to  make  themselves  familiar  with  all  he  has  to  say  about  the  preparation 
of  the  apperceptive  mass,  the  development  method,  lesson  units,  and  the 
method  of  types. 

We  would  lay  especial  emphasis  on  the  provision  made  for  thorough 
reviews  and  for  drills  on  essential  facts.  This  matter  of  drill  we  feel  cannot 
be  slighted  without  a  grave  lessening  of  the  effectiveness  of  the  work.  Suf- 
ficient drill  should  be  given  and  reviews  so  frequently  made  as  to  render  the 
facts  of  common  information  indellibly  impressed  on  the  child's  memory. 

Frank  F.  Bunker. 
October,  1903. 


'♦^  General  Schema  for  the  Treatment  of  Lesson  Units. 

I.  Succinct  statement,  at  the  beginning  of  the  treatment  of  each  geograph- 
ical area,  of  the  goals  or  lesson  unities  of  this  area.  (For  form  see  Bulletins 
No.  5  and  6.) 

II.  Repetition  of  each  of  these  goals  or  lesson  unities  separately.  (A 
"lesson  unity"  may,  of  course,  include  several  lessons.) 

III.  Enlargement  of  this  statement,  in  style  to  correspond  to  its  inherent 
quality,  aiming  not  to  become  a  source  of  information,  but  to  give  tasty  sug- 
gestions which  will  lead  to  thorough  reading  by  the  teacher  of  the  references 
cited ;  and  also  to  touch  upon  all  essential  fields  of  data  obtainable  in  these 
references  necessary  to  develop  the  goal  or  lesson  unity  stated.  Specific 
references  should  be  interlarded  in  the  body  of  this  section. 

IV.  Detailed  references  of  children's  and  teacher's  reading,  annotated  to 
show  the  features  which  illustrate  the  stated  goal  or  lesson  unity. 

V.  (For  lesson  unities  which  have  any  informational  character.)  State- 
ment in  concise  form  of  the  information  to  be  remembered  or  memorized.  A 
test  of  such  information  should  be  whether  or  not  this  knowledge  is  the 
common  possession  of  the  average  person  of  intelligence. 

VI.  Use  text  as  final  review. 

VII.  (a)  (For  those  lesson  unities  stating  commercial  or  industrial  features.) 
After  the  descriptive  treatment  including  the  feeling  elements  have  thus  been 
presented,  in  I,  II,  III  and  IV,  proceed  to  explain  each  specific  feature  of 
essential  importance  in  the  given  area,  tracing  its  development  out  of 
physical  causes  and  conditions  (the  influence  of  erosion,  valley  formation, 
winds,  rainfall,  ocean  currents,  etc.,  will  here  be  introduced,  each  treated 
with  specific  reference  to  the  local  conditions  ,  all  important  physical  features 
will  thus  be  covered,  after  the  descriptive  treatment  has  aroused  an  interest 
in  them,  and  each  treatment  will  be  specific  and  not  general,  enabling  pupils 
to  think  clearly  in  mental  images.  Physical  experiments,  board  drawings, 
apparatus,  etc.,  are  here  introduced)  ;  also  state  and  illustrate  specifically, 
each  trade  center  of  each  industry  in  a  given  area,  tracing  (when  these  are 
matters  of  common  knowledge)  the  means  of  transportation  of  products,  the 
chief  foreign  markets  and  the  chief  products  not  only  of  importation  but  of 
exportation  as  well. 

(b)  (For  social,  historical,  scenic  or  other  lesson  unities).  After  the  de- 
scriptive treatment,  including  the  feeling  elements,  have  thus  been  presented 
in  I,  II,  III  and  IV,  proceed  to  trace  the  character  of  the  people,  or  other 
feature  under  consideration,  to  their  physical,  industrial,  historical  or  other 
natural  causes. 

VIII.  (For  lesson  unities  in  which  either  (a)  or  (b)  of  VII  have  any  in- 
formational character).  Statements  in  concise  form  of  all  knowledge,  be- 
longing to  common  currency,  to  be  remembered  by  pupils. 

General — For  every  paragraph  or  section  of  treatment  throughout  ;  the 
pedagogical  purpose  of  the  treatment  or  the  method  of  presentation  should 
be  distinctly  stated,  even  at  the  risk  of  repetition.  This  will  constitute  a 
body  of  practical  pedagogy. 

*  From  San  Francisco  State  Normal  School  Bulletin  No.  4. 


Fig.  I.     Showing  the  Chinese  Empire. 

I.  China  proper.     2.  Manchuria.     3.  Mongolia.     4.  Chinese  Turkestan.     5.  Tibet. 


A  Study  of  China  Proper  in  its  Formal  Aspect. 


Before  taking  up  the  cultural  work  outlined  further  along,  the  children 
should  fix  the  following  map  features  : 

1.  Those  enumerated  in  Bulletin  No.  2,  p.  17,  19,  20,  and  22,  under 
the  head  "Asia." 

2.  Gain  the  ability  to  sketch  the  continent  of  Eurasia  from  memory 
fairly  well  in  one  minute  of  time. 

3.  Ability,  (i)  to  block  in,  in  an  outline  map  of  Eurasia,  China  proper, 
Manchuria,  Mongolia,  Chinese  Turkestan,  and  Tibet.  (2)  To  locate  in  an 
outline  map  the  deserts  of  Gobi  and  Tibet ;  the  rivers  Amur,  Hoang-ho, 
and  Yangtse-kiang  ;  the  great  wall  and  the  grand  canal ;  and  the  cities  of 
Canton,  Shanghai,  Hongkong,  and  Peking. 

For  methods  useful  in  teaching  the  above  map  facts  see  the  San  Fran- 
cisco State  Normal  School  Bulletin  No.  2,  Chapter  III. 


A  Study  of  China  Proper  in  its  Descriptive  Aspect. 


Lesson  Units  :  The  oldest  country  in  the  world,  with  a  literature  and  a 
civilization  long  antedating  the  time  when  European  countries  emerged  from 
barbarism.  It  is  a  country  densely  populated  along  the  seaboard  and  along 
the  main  waterways  of  the  interior,  by  a  race  characterized  by  conserv^atism, 
stolidity,  and  non-progressiveness  due  largely  to  their  religion  of  ancestor 
worship  which  leads  them  to  regard  new  customs  as  vicious.  It  is  a  region 
famous  for  its  production  of  rice,  tea,  and  silk. 

Lesson  Unit  I.  The  oldest  country  in  the  world,  with  a  literature  and  civil- 
ization long  antedating  the  time  when  European  cou7itries  emerged  from 
barbarism.. 

I,  An  interesting  reference  to  the  origin  of  Chinese  civilization  is  given 
in  Mara  Pratt's  China,  p.  23.  This  whole  chapter  on  Chinese  history', 
p.  22-33,  can  be  made  the  basis  of  the  discussion  of  the  above  topic  though 
parts  should  be  considerably  amplified.  The  story  of  the  wonderful  things 
which  Emperor  Fuh-he  and  his  immediate  successors  did  for  the  advance- 
ment of  their  people,  nearly  3000  years  before  Christ,  should  be  related  at 
this  point.  (Pratt,  Chi7ia,  p.  23-25).  It  should  be  pointed  out  that 
these  reforms  were  inaugurated  fully  2000  years  before  the  inhabitants  of 
Europe  were  anything  more  than  primitive  savages  living  in  caves  and  in 
the  forests.  It  would  be  well,  to  further  impress  the  children  with  the  age 
of  China,  to  have  them  shade  in  those  portions  of  an  outline  map  of  the 
world  which  were  civilized  and  had  governments  at  the  time  of  Christ,  3000 
years  after  the  above  reforms  were  inaugurated. 


o 


o 

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2.  The  building  of  the  great  Chinese  wall  on  the  northern  boundary,  200 
years  B.  C,  proves  how  well  organized  the  government  of  China  must  have 
been  in  ancient  times.     In  order  that  the  children  may  get  the  force  of  this 


8 


illustration,  they  must  realize  what  a  tremendous  undertaking  it  was  to 
build  a  wall,  which  in  part  still  stands,  25  feet  wide  and  30  feet  high  for 
1500  miles  over  the  roughest  kind  of  country.  The  teacher  will  therefore 
find  it  profitable  to  spend  one  or  two  recitations  in  discussing  with  the  chil- 
dren this  remarkable  structure. 

Bring  out  in  your  discussions  that  it  was  built  to  keep  out  the  Tartar 
hordes,  that  it  took  a  million  men  ten  years  to  build  it,  and  that  it  was  built 
seventeen  hundred  years  before  America  was  discovered  and  two  hundred 
years  before  the  time  of  Christ.  Lay  emphasis  on  the  high  degree  of  civil- 
ization required  to  unite  the  people  in   an  undertaking  of  such  magnitude. 

For  children's  reading  on  this  topic  see  the  following  : 

Carpenter,  Frank  G.     Asia.     p.  128-134. 

The  best  reference  for  the  children.     Illustrated. 

French,  Harry  W.     Our  boys  in  China,     p.  76-85. 

The  author  has  tried  hard  to  be  interesting  to  children,  but  with   in- 
different success.     Some  good  material,  however. 

Knox,  T.  W.     Boy  travellers  in  Japan  and  China,     p.   385-387. 

An  account  of  a  journey  to  the  great  wall. 
Phillips,  E.  C     Peeps  into  China,     p.  24-28. 

An  estimate  of  the  amount  of  material  in  the   wall.     Grades  5,  6,  7. 

Pratt,  Mara.     Stories  of  China,     p.  75-77. 

The  cause,  description,  age,  and  amount  of  labor  involved. 

Scidmore,  Eliza  R.     China:   the  long-lived  Empire,     p.   234-249. 

Reasons  for  its  construction,  its  present  appearance,  and  the  immen- 
sity of  the  undertaking.  Grades  7,  8. 

Smith,  Mary  Cate.     Life  in  Asia.     p.  178-179. 

A  brief  description  of  the   purpose,   appearance,   and  diflSculties  in- 
volved. 

Stoddard,  John  L.     Lectures.     Vol.  III.  p.  332-335- 

Beautiful  pictures.    Gives  an  estimate  of  the  amount  of  work  involved 
and  the  amount  of  masonry  required. 

Tarr  and  McMurrj'.    Complete  geography,     p.  z]07. 
A  brief  statement  of  facts  with  an  illustration. 

Van  Bergen,  R.     The  story  of  China,     p.  11 2-1 25. 

The  Chinese  version  of  the  flood  ;  also  a   brief   history  of    ancient 
China.  Grades  5,  6,  7. 

Wilson,  J.  H.     China,     p.  205-310. 

A  visit  to  the  great  wall.     Its  origin,  uses,  and  purpose  described. 

Grade  8  and  teacher. 

3.  To  show  the  children  that  China  had  a  literature  reaching  back  to 
remote  times,  require  them  to  spend  some  time  in  reading  and  discussing 
references  to  the  life  and  work  of  Confucius,  the  great  sage  of  China,  who 
lived  and  Vvrote  more  than  500  years  before  Christ.  The  best  reference  for 
the  children  is  the  chapter,  "Confucius  and  his  Teachings,"  p.  166-213,  in 
Fielde,  Adele  M. ,  A  Corner  of  Cathay.  This  describes  in  an  interesting 
manner  the  ancestry,  the  boyhood,  and  the  work  of  Confucius.     It  also  de- 


scribes  the  influence  which  Confucius  exerted  on  his   people  and  the  esteem 
in  which  he  is  now  held  by  them. 

For  further  references  for  children,  see  the  following  : 

Butterworth,  Hezekiah.     Traveller  tales  of  China,     p.  55-57. 
The  maxims  of  Confucius. 

Holcombe,  Chester.     The  real  Chinaman. 

A  good  account  of  Confucius  and  his  philosophy.  Excellent  for  the 
teacher. 

Lee,  Yan  Phou.     When  I  was  a  boy  in  China,     p.  63-71. 

A  clear  and  simple  account  of  the  religions  of  China.  Can  be  easily 
read  by  Grades  6,  7,  8. 

Librar>' of  the  World' s  Best  Literature.  Vol.  VI.  p.  3629-3648.,  article, 
"  Literature  of  China."  The  founding  of  Chinese  literature  together 
with  copious  extracts  from  the  writings  of  Confucius  and  other 
Chinese  philosophers.     Excellent  for  the  teacher. 

Martin,  W.  A.  P.     The  lore  of  Cathay,     p.  87-110. 

The  Confucian  apocrj-pha  and  Confucius  and  Plato.  Good  for  teach- 
ers only. 

Miln,  L.  J.     Little  folk  of  many  lands,     p.  216-218. 

A  brief  statement  of  the  teachings  of  Confucius.         Grades  4,  5,  6. 

Palmer,  Bertha.  Stories  from  the  classic  literature  of  many  nations, 
p.  10-16.  Two  stories  taken  from  the  "Five  Classics"  of  China. 
One  is  the  '  'Metal-bound  Chest, ' '  the  other  '  'The  Peach-blossom  Foun- 
tain of  Youth."  Valuable  in  that  these  stories  give  the  reader  an 
idea  of  the  nature  of  one  of  the  earliest  Chinese  volumes.  Grades  7,  8. 

Phillips,  E.  C.     Peeps  into  China,     p.  51-55. 

Tells  in  a  simple  way  what  the  Confucianists  believe. 

Pratt,  Mara.     Stories  of  China,     p.  25-26  ;  30-33. 

Tells  of  his  life  and  his  books.  Gives  a  few  quotations  from  his 
writings  and  tells  how  his  works  are  made  the  basis  of  the  State  exam- 
inations. 

Smith,  A.  H.     Chinese  characteristics,     p.  307-313. 

A  discussion  of  the  defects  of  Confucianism  in  comparison  with 
Christianity.     For  teachers,  too  heavy  for  children. 

Smith,  Mary  Cate.     Life  in  Asia.     p.  163-165. 

Brief  account  of  Confucianism.  Grades  6,  7,  8. 

Van  Bergen,  R.     The  story  of  China,     p.  126-133. 

Excellent  chapter  on  Confucius,  his  boyhood  and  his  work. 

Grades  5,  6,  7, 

4.  Another  illustration  of  the  age  and  development  of  China  is  to  be 
found  in  the  several  important  inventions  placed  to  her  credit.  Five  cen- 
turies before  Caxton,  in  Loudon,  had  invented  printing,  the  Chinese  were 
printing  books  from  characters  cut  in  wooden  blocks.  As  early  as  1700 
years  before  Christ  the  Chinese  were  manufacturing  a  porcelain  for  domestic 
uses  which  no  European  has  j-et  been  able  to  imitate.  Nearly  5000  years 
ago,  it  is  said,  the  Chinese  were  rearing  silk  worms  and  making  cloth  from 
the  thread  they  gave.     Besides  these  inventions  and  discoveries  China  has 

xo 


long  been  credited  with  having  invented  writing,  paper,  gunpowder,  and  the 
mariner's  compass,  though  this  claim  has  been  disputed  by  some.  The 
teacher  should  assign  as  many  references  to  these  inventions  as  she  com- 
mands. A  few  recitations  devoted  to  a  discussion  of  their  importance  in  the 
industrial  world  and  to  the  degree  of  ci\dlization  they  indicate  should  be  given. 
For  children' s  reading  along  these  lines  see  the  following : 

Ball,  J.  Dyer.     Things  Chinese. 

See  articles  "Silk,"  "Porcelain,"  "Pottery,"  and  "Printing." 

Carpenter,  Frank  G.     Asia.     p.  141-143. 

Describes  the  clay  used  in  the  manufacture  of  porcelain.  Tells  how 
it  is  baked  and  decorated.  Grades  5,  6,  7. 

George,  Marian.     Little  journeys  to  China  and  Japan,     p.  7-8. 

Tells  of  their  inventions,  age,  and  population.  Grades  4,  5,  6. 

Holcombe,  Chester.     The  real  Chinaman,     p.  49-53. 

Tells  of  the  antiquity  of  the  language,  the  difficulty  it  presents  to  the 
foreigner,  and  the  methods  of  writing  and  printing  employed.  Tells 
about  the  discovery  of  printing  and  describes  the  method  still  used. 

Martin,  W.  A.  P.     A  cycle  of  Cathay,     p.  307-309. 

The  invention  of  printing.  Grade  8. 

Martin,  W.  A.  P.     The  lore  of  Cathay,     p.  23-32. 

A  detailed  account  of  the  inventions  and  discoveries  of  the  Chinese 
people.  For  the  teacher. 

Morse,  Edward  S.     Glimpses  of  China  and  Chinese  homes,     p.   187-205. 

Description  of  adventures  on  a  trip  400  miles  into  the  interior  of 
China  to  visit  a  potter's  town.  A  very  interesting  account.  Tells 
how  the  potters'  wheel  is  used  and  how  the  pots  are  baked. 

Grades  6,  7,  8. 

Pratt,  Mara.     Stories  of  China,     p.  30.     Brief  account  only. 

Smith,  Mary  Cate.     Life  in  Asia.     p.  162-163. 

Tells  of  the  invention  of  printing  and  the  little  use  made  of  it. 

Grades  6,  7,  8. 
Stoddard,  John  L.     Lectures.    Vol.  III.     p.  227-228. 

Tells  of  the  inventions  which  China  has  made. 

Tarr  and  McMurry.     Complete  geography,     p.  407. 
A  brief  statement  of  facts. 

Van  Bergen,  R.     A  letter  about  China.    St.  Nicholas,  XXVII,  p.  1085-9. 

An  interesting  account  of  the  age,  the  inventions,  and  the  wars  of 
China.  Grades  4,  5,  6. 

"Wheeler,  L.  N.     The  Foreigner  in  China,     p.  34-38. 

Attempts  to  prove  that  China  is  not  entitled  to  the  credit  for  the  above 
inventions,  but  that  she  borrowed  them  from  the  West. 

In  the  discussion  of  these  and  all  preceding  references  the  teacher  must 
not  lose  sight  of  the  fact  that  she  is  seeking  to  establish  in  the  minds  of  the 
children  Q./eeli7ig  for  the  antiquity'  of  the  Chinese  nation.  She  has  already 
referred  to  the  enlightened  reforms  introduced  3000  years  before  Christ 
(sec.  I.)  ;  she  has  discussed  the  details  of  the  construction  of  one  of  the 
world' s  greatest  wonders  —  the  Chinese  wall  —  to  show  the  effectiveness  of 


II 


the  Chinese  government,  two  centuries  before  Christ  (sec.  2.)  ;  she  has 
presented  the  life  and  work  of  Confucius,  the  founder  of  Chinese  literature, 
to  establish  the  fact  that  ancient  China  possessed  a  high  grade  literature 
(sec.  3.)  ;  and  now  she  takes  up  the  inventions  credited  to  China  (sec.  4.) — 
all  to  show  in  a  concrete  way  that  at  the  time  when  Europe  was  but  a  battle- 
field for  barbarian  hordes,  China  presented  many  of  the  aspects  of  a  great 
and  enlightened  nation  pursuing  the  arts  of  peace. 

Facts  to  be  Remembered  : 

1.  That  3000  years  before  Christ,  China  was  ruled  by  enlightened  em- 
perors who  coined  money,  made  maps,  drained  marshes,  constructed  vessels, 
and  encouraged  the  building  of  villages  and  cities. 

2.  That  the  government  of  China  in  these  early  years  effectively  pro- 
tected its  people  from  barbarian  inroc.ds  bj^  planning  and  successfully  com- 
pleting one  of  the  world's  wonders  —  the  great  wall. 

3.  That  the  literature  of  China,  founded  b}-  Confucius  500  years  before 
Christ,  indicates  that  China  had  reached  a  high  degree  of  civilization, 

4.  That  the  invention  of  the  compass,  porcelain,  paper,  printing,  writing, 
and  the  manufacture  of  silk  in  remote  times  shows  that  very  early  in  history 
China  emerged  from  barbarism  and  turned  to  those  arts  which  make  for 
peace  and  enlightenment. 

5.  The  children  should  be  able  to  shade  in  an  outline  map  of  the  world 
and  show  the  civilized  areas  at  the  time  of  Christ.  In  addition  they  should 
be  able  to  locate  on  an  outline  map  of  Eurasia  all  those  places  in  China 
which  are  mentioned  in  the  "  Course  in  the  Essentials  of  Map  Geography," 
Chapter  III,  Bulletin  No.  2.  Besides  this  they  should  be  expected  to  show 
by  shading,  (i)  the  present  empire  of  China,  and  (2)  the  ancient  empire 
whose  northern  boundary  lay  along  the  line  of  the  great  wall. 

IvESSON  Unit  II.  It  is  a  country  densely  populated  along  the  seaboard  and 
the  main  waterways  of  the  interior. 

In  at  least  two  particulars  China  leads  the  world,  i.  c.  in  age  and  popula- 
tion. It  is  said  that  this  region,  with  an  area  only  twice  that  of  the  United 
States,  has  a  population  equal  to  that  of  Europe  and  North  and  South 
America  together.  If  the  whole  population  of  the  United  States  and  40,000,- 
000  more  were  crowded  into  the  State  of  Texas  the  density  of  population 
would  be  about  equal  to  that  of  the  low  plains  of  China  proper,  where  a  third 
of  the  Chinese  live.  The  towns,  roads,  and  rivers  in  these  regions  fairly 
swarm  with  human  beings,  and  there  are  more  towns  and  cities  of  hundreds 
of  thousands  and  millions  of  inhabitants  than  in  any  other  country  of  the 
world.  The  population  is  so  dense  in  parts  that  thousands  of  families  have 
been  crowded  off  the  land  and  live  in  houses  built  on  rafts  and  boats,  which 
float  on  rivers  and  canals.  In  the  attempt  to  find  room  for  their  habitations 
in  the  most  populous  parts  the  people  have  terraced  the  hills  and  mountains, 
in  many  sections,  to  a  height  of  one  thousand  feet  and  covered  the  .space 
with  their  houses, 

12 


The  feeling  we  want  the  children  to  get  for  the  hordes  of  people  in  the  law 
plains  of  China  can  never  be  secured  by  merely  quoting  the  figures  given  by 
statisticians.  It  can  come  onl}-  through  class  discussion  based  upon  wide 
reading.  An  anecdote  such  as  Morse,  Edward  S.,  gives  in  Glimpses  of 
China  and  Chinese  homes,  p  .  75-76,  is  worth  more  than  pages  of  figures 
which  mean  nothing  to  the  child.  He  says,  in  Shanghai  he  once  came  upon 
a  backyard  containing  a  mound  of  debris  twenty-five  feet  high.  He  learned 
that  many  5-ears  before  there  had  been  an  extensive  conflagration  in  the 
neighborhood.  This  mass  of  broken  tiling,  brick,  plastering,  and  ashes  could 
not  be  thrown  into  the  shallow  river  as  it  would  impede  navigation,  it  could 
not  be  carried  out  and  dumped  in  the  country  for  every  inch  of  ground  was 
under  cultivation.  There  was  not  a  single  place  in  the  city  or  in  the  country 
round  where  the  debris  could  be  dumped  except  in  this  one  vacant  backyard. 
This  tells  the  story  of  the  density  of  the  population  better  than  sets  of  figures 
could  ever  do. 

We  would  suggest  that  the  teacher  would  best  direct  the  reading  of  her 
children,  in  this  connection,  along  the  following  lines:  (i)  Life  on  the 
river  boats.  (2)  Traveller  tales  of  mobs,  and  crowded  streets  and  paths. 
(3)  Extreme  economy  of  the  people  in  the  field  and  in  the  home,  rendered 
necessary  by  the  enormous  population  to  be  supported  by  the  land. 

A  general  view  of  China's  population  is  given  in  the  following  references : 

Ball,  J.  D.     Things  Chinese,     p.  470-473, 
Largely  statistics  for  the  teacher. 

Ford,  John  D.     An  American  cruiser  in  the  East.     p.  387, 
Gives  an  estimate  of  the  population. 

George,  Marian.     Little  journey's  to  China  and  Japan,     p.  7-9. 

Tells  of  the  population.  Grades  4,  5,  6. 

Parsons,  Wm.  B.     An  American  engineer  in  China,     p.  291-303. 

A  careful  discussion  of  the  probable  population  of  China,  with  the 
conclusion  that  the  general  estimate  is  too  large.  For  teacher. 

Pratt,  Mara.     Stories  of  China,     p. 42-47. 

Smith,  A.  H.     Village  life  in  China,     p.  17-19. 

Describes  an  attempt  to  compute  exactly  the  population  of  certain  dis- 
tricts and  the  conclusion  drawn.  For  teacher. 

Smith,  Arthur  H.     Chinese  characteristics,     p.  144-151. 

Tells  of  the  remarkable  physical  vitality  of  the  people  and  the  effect 
this  has  on  the  population.  Grades  7,  8. 

Wilson,  J.  H.     China,     p.  45-50. 

A  general  survey  of  the  population,  together  with  a  discussion  of  the 
origin  of  the  race.  For  teacher. 

I.     Life  on  ike  river  boats  0/  China. 

The  following  references  will  be  found  of  value  to  the  children  in  this 
connection  : 

Andrews,  Jane.     The  seven  little  sisters,     p.  57-70. 

A  pretty  story  of  little  Pen-se,  who  lived  on  a  river  boat  in  China. 

Grades  4,  5,  6. 

13 


Carpenter,  Frank  G.     Asia.     p.  134-141. 

One  of  the  best  accounts  for  the  children  of  the  customs  and  habits  of 
the  boat  people.  Grades  5,  6,  7. 

Del  Mar,  Walter.     Around  the  world  through  Japan,     p.  59-90  ;  98-100. 
Gives  an  idea  of  the  dense  mass  of  house  boats  in  Canton. 

Grade  7,  8. 

George,  Marian.     Little  journeys  to  China  and  Japan,     p.  25-34. 

Methods  of  transportation  mentioned.     Boats  and  how  propelled. 

Grades  4,  5,  6. 

Krout,  Mary  H.     Two  girls  in  China,     p.  52-61. 

A  journey  on  a  house  boat.     An  excellent  description  of  the  life  of 
the  people  on  these  boats.  Grades  4,  5,  6. 

Miller,  Oliver  T.     Little  people  of  Asia.     p.  344-346. 

Tells  how  the  children  and  babies  are  cared  for  on  the  boats. 

Grades  4,  5,  6. 

Morse,  Edward  S.     Glimpses  of  China  and  Chinese  homes,     p.  111-116. 
Describes  the  throng  of  boats  on  the  river  at  Canton. 

Grades  6,  7,  8. 

Phillips,  E.  C.     Peeps  into  China,     p.  134-141  ;   161-164. 

Life  on  the  river.  Grades  5,  6,  7. 

Pratt,  Mara.     Stories  of  China,     p.  45-47  ;  85-89  ;  91-98. 

An  interesting  description  of  boat  life  in  various  Chinese  cities. 

Grades  4,  5,  6. 

Rupert,  Wm.  W.     A  geographical  reader,     p.  282-290. 

A  description  of  a  scene  on  the  river  in  Canton.         Grades  5,  6,  7. 

Smith,  Mary  Cate.     Life  in  Asia.     p.  158-160. 

Customs  of  the  people  living  on  the  boats.  Grades  5,  6,  7. 

Stoddard,   John  L.     Lectures.     Vol.   III.     p.  230-235  ;  246-249  ;  268-270 ; 
295-296;  308-314. 

An  excellent  description  of  the  boat  population  of  Hong  Kong  and 
Canton.  A  story  of  the  precautions  which  travellers  must  take  when 
entering  these  boats.  Grades  5,  6,  7. 

2.      Traveller  tales  of  mobs  ^  and  crowded  streets  and  paths. 

The  children  will  find  much  valuable  as  well  as  interesting  material 
in  the  following  references  : 

Carpenter,  Frank  G.     Asia.     p.  105-107;   111-120. 

The  sights  and  street  scenes  of  Peking,  the  most  populous  city  of 
China.  Grades  5,  6,  7. 

Morse,    Edward  S.     Glimpses   of    China    and    Chinese   homes.       p.   3-22 ; 
111-129. 

Interesting  chapters  describing  a  trip  through  Shanghai  and  Canton. 
Gives  one  a  good  notion  of  the  crowds,  the  labyrinth  of  narrow  streets, 
and  the  squalor  and  filth  of  Chinese  cities.  Grades  6,  7,  8. 

Pratt,  Mara.     Stories  of  China,     p.  67-74. 

The  sights  to  be  seen  by  the  traveller  in  the  city  of  Peking. 

Grades  4,  5,  6. 


14 


3-     Extreme  economy  of  the  people  in  the  field  and  home,  rendered  necessary 
by  the  enormous  population  to  be  supported  by  the  land. 

The  children  will  find  the  following  references  among  the  most  interesting 
assigned  on  China, 

Carpenter,  Frank  G.     Asia.     p.  143-145. 

Recounts  in  simple  language  the  thrift  and  economy  of  the  farmers. 

Fielde,  Adele  M.     A  corner  of  Cathay,     p.  1-13  ;  14-23. 

Two  excellent  chapters  on  the  economy  of  the  people  practiced  on  the 
farm  and  in  the  household.  Grades  5,  6,  7. 

Ford,  John  D.     An  American  cruiser  in  the  East.     p.  387-391. 

Details  of  how  the  farmers  utilize  every  inch  of   space  and  the  efforts 
they  make  to  fertilize  the  soil.  Grades  6,  7,  8. 

Holcombe,  Chester.-    The  real  Chinaman,     p.  310-329. 

A  very  interesting  chapter  on  the  poor  in  China.     Gives  concrete   in- 
stances of  the  extremity  to  which  poverty  has  reduced  the  people. 

Grades  5,  6,  7. 

Scidmore,  Eliza  R.     China  :  The  long-lived  empire,     p.  14-15. 

Tells  what  the  wretched  people  resort  to  to  keep  from  starving,   in 
times  of  floods.  Grades  5,  6,  7. 

Smith,  A,  H.     Chinese  characteristics,     p.  19-26. 

An  excellent  chapter  on  the  economy  practiced.     Concrete   instances 
given.  Grades  5,  6,  7. 

Smith,  Mary  Cate.     Life  in  Asia.     p.  144-145. 

The  food  of  the  Chinese  and  the  extent  to  which  agriculture  is  car- 
ried. Grades  5,  6,  7. 

Facts  to  be  Remembered. 

1.  That  one-third  of  the  population  of  the  world  lives  in  China,  whose 
area  is  less  than  twice  that  of  the  United  States. 

2.  That  the  population  is  so  dense  in  the  low  plains  along  the  coast  that 
millions  of  people  have  been  crowded  off  the  land  and  forced  to  live  on  boats 
and  rafts  on  the  rivers  and  canals. 

3.  That  every  inch  of  land  in  the  habitable  part  of  China  is  under  cul- 
tivation. 

4.  That  the  Chinese  have  to  practice  an  economy  which  we  never  have 
experienced,  to  eke  out  a  living  from  their  over  populated  land. 

Lesson  Unit  III.  //  is  a  country  densely  populated  by  a  race  characterized 
by  conservatism,  stolidity,  and  non-progressiveness. 

It  is  true  of  China,  more  than  of  any  other  nation  in  history,  that  cus- 
toms once  established  are  rarely  changed.  Proposed  reforms  in  this  field  are 
looked  upon  and  resented  by  the  Chinese  as  being  a  violation  of  sacred  prac- 
tices. Of  the  countless  individuals  who  daily  conform  to  the  proprieties  of 
dress  and  the  elaborate  etiquette  of  home  and  public  life,  not  one  is  con- 
cerned in  the  least  with  the  origin  or  the  reason  of  his  acts.  Devotion  to 
precedent,  carried  further  than  mere  habit,  becomes  almost  a  religion. 

15 


Custom  in  the  Empire  has  fixed  the  time  when  winter  furs  shall  be  re- 
moved and  straw  hats  put  on.  In  sudden  "  cold  snaps "  travellers  upon 
requesting  the  landlord  to  heat  their  rooms  are  met  with  the  repl}^  "The 
season  for  heating  has  not  arrived."  A  foreigner  in  China  once  had  occa- 
sion to  use  a  kind  of  square  brick  which  was  larger  than  those  made  in  the 
region.  The  Chinese  foreman  of  the  brick  kiln,  refused  to  permit  any  such 
innovation  declaring,  as  his  reason,  that  ' '  under  the  whole  heavens  there 
was  no  such  mould."  A  bride  is  not  allowed  to  visit  her  mother  for  four 
months  after  her  marriage,  and  then  only  in  the  event  that  there  has  been 
no  death  in  the  family  or  among  the  neighbors.  A  certain  bride  had  w^aited 
impatiently  the  time  when  she  might  see  her  mother  who  lived  but  two  miles 
away.  Just  before  the  time  came,  her  mother's  neighbor  died  and  the 
daughter's  visit  was  delayed  one  hundred  days  on  that  account.  Before  this 
period  expired,  the  bride's  mother-in-law  died,  and  according  to  custom  the 
bride  went  into  mourning  for  three  years.  Before  putting  off  mourning  she 
bore  a  son  which  made  it  necessary  to  again  delay  her  visit  for  several 
months.  When  custom  finally  permitted  her  to  see  her  mother,  the  daugh- 
ter found  her  insane  as  a  result  of  the  dela}'. 

This  blind  and  obstinate  adherence  of  the  Chinese  to  the  waj's  of  the 
past,  accounts  for  the  fact  that  China,  once  the  superior  of  other  nations  in 
enlightenment,  is  now  very  far  from  being  their  peer. 

These  characteristics  of  conservatism,  stolidity,  and  non-progressive- 
ness  are  the  general  notions  which  the  children  are  to  draw  from  many  such 
concrete  incidents  and  illustrations.  It  is  by  no  means  possible  to  take  up 
all  the  customs  which  illustrate  this  spirit  of  conservatism.  To  avoid  des- 
ultory and  hap-hazard  work  it  will  be  well,  therefore,  to  assign  reading 
along  but  a  few  of  the  many  lines  which  are  at  the  option  of  the  teacher. 
We  would  suggest  the  following  topics  which  best  illustrate  the  force  of 
Chinese  custom. 

( 1 )  The  practice  of  foot  binding  among  the  women  and  of  wearing  long 
finger  nails  by  both  women  and  men  as  marks  of  high  birth  and  breeding. 

(2)  The  methods  employed  in  manual  labor. 

(3)  Chinese   means  of   transportation   and    the    attitude    of  the    people 
toward  the  introduction  of  the  railroad. 

(4)  Ceremonial  life. 

(5)  Educational  practices. 

I.      The  practice  of  foot  binding  among  the  iroynen  and  the  wearing  of  long 
finger  nails  by  both  vte?i  and  women^  as  marks  of  high  birth  and  good  breeding. 

It  seems  to  us  astonishing  that  mothers  have  the  heart  to  force  their 
children  to  undergo  such  continuous  .suffering  for  a  period  ranging  from  five 
to  eight  years,  as  this  practice  of  foot  binding  entails.  Yet  the  custom  has 
prevailed  in  China  for  more  than  a  thousand  years.  To  understand  the 
practice  we  must  remember  that  the  Chinese  aristocrat  is  as  proud  and  jeal- 
ous of  the  good  name  of  his  family  as  the  bluest-blooded  European  noble. 
He  is  very  careful  not  to  do  anything  that  will  in  any  way  lower  him  and 

16 


his  family  in  the  estimation  of  his  neighbors.  If  his  daughters  were  per- 
mitted to  grow  up  without  conforming  to  this  practice  they  would  not  be 
recognized  as  ladies  and  would  therefore  disgrace  their  father's  name.  Such 
is  the  force  of  the  custom  that  numerous  instances  have  been  known  of  little 
girls  who,  when  their  parents  were  persuaded  by  missionaries  to  refrain  from 
the  practice,  actually  procured  bandages  and  tried  to  do  the  binding  them- 
selves.    (Pratt,  Stories  of  China,  ■^.  189-192.) 

It  is  this  notion  of  the  tremendous  force  of  tradition  which  will  cause 
the  people  to  undergo  not  only  inconvenience  but  great  physical  suffering 
which  is  the  teacher's  excuse  for  presenting  the  details  of  this  disgusting 
practice.  While  the  children  should  read  the  details  given  in  the  following 
references,  it  will  be  well  for  the  teacher  to  confine  class  discussion  to  bring- 
ing out  the  Chinese  view  of  the  custom.  In  this  manner  the  teacher  can 
best  develop  the  notion  of  how  much  more  diflBcult  it  is  for  the  Chinese  to 
break  away  from  custom  than  it  is  for  us. 

For  other  references  to  children's  reading  see  the  following  : 

Andrews,  Jane.     Seven  little  sisters,     p.  65-67. 
How  little  Pen-se's  feet  are  bound. 

Bryson,  Mrs.  M,  I.     Home  life  in  China,     p.  99-103. 

The  details  of  the  practice  given  and  reasons  advanced  for  its  origin. 

Grades  6,  7,  8. 

Carpenter,  F.  G.     Geographical  reader,     Asia.     p.  156-157. 

The  practice  described  with  illustrations.  Grades  5,  6,  7. 

Feudge,    Fannie  R.     How  I  kept  the  Chinese  New- Year.     St.   Nicholas, 
vol.  III.     p.  225-227. 

Description  of  a  beautiful  Chinese  girl  and  her  sufferings  during  the 
practice.  Grades  4,  5,  6. 

Ford,  John  D.     An  American  cruiser  in  the  East.     p.  340-341. 
The  practice  described. 

George,  Marian.     I^ittle  journeys  to  China  and  Japan,     p.  51-53. 

Suffering  caused.  Grades  4,  5,  6. 

Holcombe,  Chester.     The  real  Chinaman,     p.  102-103;  I35- 

The  reasons  why  the  nails  are  worn  long  and  the  pains  taken  to  keep 
them  from  being  broken.  An  offer  made  to  a  Chinese  beggar  for  his 
finger  nails  and  the  result.  Grades  5,  6,  7. 

Krout,  Mary  H.     Two  girls  in  China,     p.  75-76  ;  11 2-1 16. 
The  practices  and  why  the  people  still  follow  them. 

Grades  4,  5,  6. 

Knox,  T.  W.     Boy  travellers  in  Japan  and  China,     p.  417. 
Custom  described. 

Lee,  Yan  Phou.     When  I  was  a  boy  in  China,     p.  46-49. 

Tells  of  the  family  pride  which  compels  the  practice.  Describes  the 
sufferings  undergone  during  the  operation.  Grades  5,  6,  7. 

Little,  Mrs.  Archibald.     Intimate  China,     p.  91-111. 

The  reasons  for  the  practice,  the  method  of  binding,  the  terrible  re- 
sults of  the  practice  and  the  movement  looking  toward  the  abolish- 
ment of  this  practice.     Illustrations.  Grades  7,  8. 

17 


Little,  Mrs.  Archibald.     The  land  of  the  blue  gown.     p.  305-370. 

Progress  of  the  anti-foot  binding  movement.  For  teacher. 

Miller,  Olive  Thorne.     Little  people  of  Asia.     p.  316-318;  340. 

The  force  of  custom  portrayed.  Grades  5,  6,  7. 

Miln,  Louise  J.     Little  folk  of  many  lands,     p.  201-215. 

An  admirably  written  sketch  of  Li  Loo,  the  favorite  child  of  a  wealthy 
mandarin.  Tells  of  many  customs,  among  others  that  of  foot  bind- 
ing, how  it  is  done,  wh}^  and  the  origin  of  the  practice. 

Grades  4,  5,  6. 

Morse,    Edward    S.     Glimpses   of    China    and    Chinese   homes,     p.   34-36; 

129-131- 

Describes  the  details  of  the  operation  and  enumerates  the  theories 
which  have  been  advanced  for  its  origin.  Grades  5,  6,  7. 

Phillips,  E.  C.     Peeps  into  China,     p.  86-88. 

Simple  story  of  the  practice.  Grades  5,  6,  7. 

Scidmore,  E.  R.     China  :  the  long-lived  empire,     p.  188-189  '>  452. 

Gives  reasons  why  this  custom  is  still  practiced.         Grades  5,  6,  7. 

Stoddard,  J.  L.     Lectures,  vol.  III.    p.  305-308. 

A  good  description  of  the  practice  of  growing  long  finger  nails  and  of 
foot  binding. 

Wilson,  J.  H.     China,     p.  50-52. 

The  age  of  the  custom.     The  force  of  the  tradition. 

For  teachers  and  8th  grade. 

2.      The  methods  employed  in  manual  labor. 

A  Chinese  farmer  can  purchase  a  complete  outfit,  it  is  said,  for  forty 
dollars.  His  plow  will  cost  him  $2.  He  will  need  a  pair  of  harrows  and 
a  fanning  mill  at  a  cost  of  $4.  A  pump  worked  by  treadles  to  irrigate  his 
farm  will  cost  him  another  $4.  His  water  buffalo  will  cost  him  $20,  and  $10 
will  cover  the  cost  of  sickles,  hoes,  baskets  and  sundries.  Total  $40,  for  a 
complete  farming  outfit  in  China.      (See  Fielde,  A  corner  oj  Cathay,    p.  6.) 

The  plow  is  made  of  wood  to  which  is  fastened  a  bit  of  hammered  iron, 
which  throws  a  furrow  the  width  of  one's  hand.  The  harrow  is  a  heavy  stick 
armed  with  a  single  row  of  stout  wooden  teeth  and  furnished  with  a  frame- 
work to  guide  it.  No  carts  or  wagons  are  ever  used.  Man  is  his  own  beast 
of  burden.  All  purposes  of  porterage  are  served  by  the  carrying-pole  which 
is  supported  by  his  shoulder.  At  the  first  suggestion  of  Western  methods 
the  Chinese  laugh  and  tell  you  that  their  way  is  the  best,  for  "  Did  not  our 
fathers  and  our  grandfathers  farm  in  the  same  manner  ?" 

The  Chinese  coolie  who  is  given  a  foreign  sickle,  bright  and  sharp,  re- 
ceives it  with  a  smile,  but  is  seen  the  next  day  cutting  his  grain  with  a  bit 
of  old  iron,  four  inches  in  length  and  fitted  to  a  rude  handle.  The  washer- 
man is  provided  with  a  foreign  washing  machine,  which  saves  time,  labor, 
.soap,  and  the  clothing  to  be  wa.shed.  He  is  given  a  patent  wringer  which 
requires  no  strength,  and  does  not  damage  the  fabrics.  The  washing  ma- 
chine and  the  wringer  are  soon  set  aside  and  the  washerman  continues  to 
scrub  and  wrench  the  garments  into  holes  and  shreds  as  in  former  days. 


"The  old  is  better,"  each  says,  (See  Smith,  Chinese  characteristics^  p.  75,) 
It  is  this  notion  of  the  unwillingness  of  the  Chinese  to  employ  any  of 
the  labor-saving  devices  used  in  Western  nations  which  the  teacher  should 
seek  to  establish  through  the  children's  reading  and  by  means  of  class  dis- 
cussions. Bring  out  that  onlj^  the  simplest  and  rudest  machinery  either  in 
the  arts  or  in  agriculture  is  ever  used,  and  that  the  time  required  for  produc- 
tion makes  everything  intrinsically  costly.  This  is  particularly  apparent  in 
connection  with  the  Chinese  tea  trade,  which  she  is  fast  losing,  because  India 
and  Ceylon  have  introduced  labor-saving  machinery  and  therefore  can  pro- 
duce the  tea  more  cheaply.     China  suffers  because  she  does  not  invent. 

For  references  to  reading  for  the  children  along  the  line  of  methods  of 
labor,  see  the  following  : 

Carpenter,  F.  G.     Asia,     p,  143-154. 

An  interesting  description  of  the  methods  employed  in  farming.  Well 
illustrated.  Grades  5,  6,  7, 

Fielde,  Adele.     A  corner  of  Cathay,     p.  1-13. 

An  interesting  chapter  on  farm  life.  Grades  6,  7,  8. 

Ford,  John  D.     An  American  cruiser  in  the  East.     p.  388-390. 

Holcombe,  Chester,     The  real  Chinaman,     p.   80-83. 

Tells  of  seeing  a  plow  drawn  by  a  cow,   a  donkey,  and  the   farmer's 
wife,  the  three  harnessed  and  pulling  together.  Grades  5,  6,  7. 

Knox,  T.  W,     Boy  travellers  in  Japan  and  China,     p,  332-334. 
Rural  scenes.     Methods  of  agriculture. 

Krout,  Mary  H.     Two  girls  in  China,     p.   59-60  ;   101-102. 

Plowing  with  water-buffalo  and  the  crude  method  of   sawing   lumber 
by  hand.     Illustrated.  Grades  4,  5,  6. 

Parsons,  Wm.  B.     An  American  engineer  in  China,     p,  96-98  ;  219-220. 
Describes  some  of  the  crude  methods  of  farming  and  irrigation. 

Grades  7,  8. 

Pratt,  Mara.     Stories  of  China,     p.  49-51. 

Shows  how  crude  are  the  methods  employed  in  agriculture. 

Grades  4,  5,  6. 

Smith,  A.  H.     Village  life  in  China,     p.  44-48. 

Describes  the  village  well  and  the  crude  method  of  digging  it. 

Grades  7,  8. 

3.     Methods  of  travel  and  the  attitude  of  the  people  toward  the  introduction 
of  the  railroad. 

One  can  tell  much  regarding  the  civilization  and  progressiveness  of  any 
country  by  an  examination  of  its  modes  of  travel.  In  China  rapid  transit  is 
not  the  issue  of  the  hour.  The  demands  of  the  millions  of  people  in 
Northern  China  are  satisfied,  just  as  they  were  thirty  centuries  ago,  by  the 
two- wheeled  carts  made  without  seat  or  springs.  In  the  South,  because  of 
the  wretched  condition  of  the  roads,  the  sedan  chair  supported  on  the 
shoulders  of  coolies  is  the  principal  mode  of  conveyance.  In  other  parts  of 
the  empire  immense  wheelbarrows  loaded  with  both  passengers  and  goods 
are  familiar  sights. 

19 


The  slowness  of  the  people  to  adopt  new  ways  is  illustrated  by  their 
attitude  toward  the  first  railway  built  in  China.  After  patronizing  it  enthu- 
siastically for  a  time,  the  Chinese  bought  it  from  its  owners,  tore  up  the 
rails  and  threw  them  into  the  river,  and  sent  the  locomotives  to  Formosa 
where  they  rusted  on  the  beach.  (Scidmore,  China  :  the  lo7ig-lived  empire^ 
p.  220.) 

The  teacher  must  bear  in  mind  constantly  throughout  the  discussions  of 
this  and  of  the  other  topics  suggested  that  she  is  presenting  details  not  so 
much  for  their  own  sake  as  for  the  purpose  of  establishing  the  general  notion 
in  the  child's  mind,  that  the  Chinese  people  are  conservative,  and  non- 
progressive in  the  extreme. 

For  references  to  concrete  material  see  the  following : 

Carpenter,   Frank  G.     Asia.     p.  107-111. 

Description  of  the  wheelbarrow  in  use.  Grades  6,  7,  8. 

Del  Mar,  Walter.     Around  the  world  through  Japan,     p.  112-113. 

Describes  a  wheelbarrow  ride  in  Shanghai.  Grades  7,  8. 

Ford,  John  D.     An  American  cruiser  in  the  East.     p.  294;  392-393. 

The  prejudice  against  the  railroad  described.     An  anecdote  given  to 
show  their  hostility.  Grades  6,  7,  8. 

George,  Marian.     Little  journeys  to  China  and  Japan,     p.  25-26. 

The  opposition  of  China  to  the  railroads.  Grades  4,  5,  6. 

Krout,  Mary  H.     Two  girls  in  China,     p.  49-51  ;  85-89. 

Description  of  the  sedan  chairs  and  how  they  are  used.     Attitude  of 
people  toward  railroads.  Grades  4,  5,  6. 

Little,  Mrs.  Archibald.     The  land  of  the  blue  gown.     p.  40-41. 
Excellent  picture  of  the  wheelbarrow. 

Miller,  Olive  T.     Little  people  of  Asia.     p.  307-308. 

Use  of  the  wheelbarrow.     Illustration.  Grades  4,  5,  6. 

Parsons,  Wm.  B.  An  American  engineer  in  China,  p.  221-224;  245-285. 
An  interesting  chapter  on  methods  of  transportation  on  both  land  and 
water.  This  is  one  of  the  best  references  for  children  on  this  topic  I 
know.  The  history  of  railroad  building  in  China  also  given.  The 
attitude  of  the  people  portrayed.  Grade  8  and  teacher. 

Phillips,  E.  C.     Peeps  into  China,     p.  38-41  ;  97-99. 

Description  of  carts,  wheelbarrows,  and  boats.  Grades  5,  6,  7. 

Pratt,  Mara.     Stories  of  China,     p.  67-70. 

Sedan  chairs,  carts,  and  wheelbarrows  described.       Grades  4,  5,  6. 

Scidmore,  Eliza  R.     China:  the  long-lived  empire,     p.  14-19;  180-281. 
Much  interesting  material. 

Smith,  A.  H.     Chinese  characteristics,     p.  122-124. 

Attitude  toward  the  introduction  of  the  railroad  and  the  telegraph. 

Grades  7,  8. 

Smith,  Mary  Cate.     Life  in  Asia.     p.  142-144. 

Methods  of  transportation  described  and  hostility  to  the  introduction 
of  railroads  mentioned.  Grades  6,  7,  8. 

Smith,  A.  H.     Village  life  in  China,     p.  35-43. 

An  interesting  description  of  the  condition  of  Chinese  roads  and  of 
the  laborious  methods  employed  in  ferrying  across  streams. 

Grades  7,  8. 

20 


Stoddard,  J.  L.     Lectures,  vol.  III.     p.  253-258. 
Reason  for  Chinese  opposition  to  railroads. 

Wilson,  J.  H.     China,     p.  82-84. 

Tells  of  the  difficulties  in  the  way  of  the  introduction  of  railroads. 

For  teacher. 

4.     Ceremonial  life. 

In  rigid  adherence  to  outward  forms  China  excels  all  other  nations. 
Much  of  her  politeness,  however,  has  degenerated  into  mere  mannerism. 
Still,  the  form  survives,  and  makes  up  by  the  minuteness  of  detail  and  the 
rigidity  of  exaction  what  it  lacks  in  spirit.  The  system  of  etiquette  in  be- 
coming fixed  and  crystalized  has  also  become  highly  complicated  and  tedious 
in  its  forms.  It  is  impossible  to  overestimate  the  importance  which  the 
Chinese,  of  all  ranks  and  classes,  attach  to  these  trifling  details  of  etiquette. 
(See  Holcombe,  The  real  Chi7iaman.) 

The  teacher  will  find  many  interesting  incidents  and  stories  in  the 
following  references,  which  will  illustrate  the  above  remarks.  She  can 
profitably  spend  one  or  two  lessons  in  discussing  the  utter  lack  of  reason  in 
the  mass  of  forms  and  how  the  rigid  exaction  of  these  customs  tends  to  re- 
tard the  progress  of  the  people. 

For  references  see  the  following  : 

Fielde,  Adele  M.     A  corner  of  Cathay,     p.  49-70. 

A  very  interesting  chapter  on  mortuary  customs.       Grades  5,  6,  7. 

Holcombe,  Chester.     The  real  Chinaman,     p.  171-179;  261-285. 

The  etiquette  of  the  queue.  The  origin  of  the  custom  of  wearing  it 
and  the  esteem  in  which  it  is  now  held.  The  serious  matter  made  of 
queue  cutting.  The  story  of  the  etiquette  of  a  cup  of  tea  and  the  re- 
sult of  its  violation.     A  very  interesting  chapter.       Grades  5,  6,  7. 

Martin,  W.  A.  P.     A  cjxle  of  Cathay,     p.  323-325. 

Incidents  of  a  rigid  adherence  to  ceremony.  Grade  8. 

Miln,  Louise  J.     Little  folk  of  many  lands,     p.  193-200. 

The  story  of  "  O  Man,"  a  Chinese  foundling.  Shows  the  ceremonial 
life  of  a  child.     Interesting.  Grades  5,  6,  7. 

Parsons,  Wm.  B.     An  American  engineer  in  China,     p.  127-147. 

An  interesting  chapter  characterizing  the  qualities  of  the  Chinese 
people.     Full  of  incidents  and  illustrations.  Grades  7,  8. 

Pratt,  Mara.     Stories  of  China,     p.  129-131. 

The  flattering  terms  and  phrases  used  in  polite  conversation. 

Grades  5,  6,  7. 

Price,  Harrie.     Our  neighbor  John.      St.  Nicholas,  vol.  XX.       p.  64-66. 

An  interesting  account  of  the  customs  of  the  Chinese  which  are  the 
direct  opposite  of  our  own.  Speaks  of  the  inventions  which  have 
been  made  by  the  Chinese.     Well  illustrated.  Grades  3,  4,  5. 

Smith,  A.  H.     Chinese  characteristics,     p.  33-40  ;   102-103  .'  300-302. 

An  interesting  chapter  on  Chinese  politeness.  Many  incidents  of  the 
rigid  ceremony  required.  A  comparison  given  between  the  Chinese 
and  the  Anglo-Saxons  with  respect  to  love  of  ceremony. 

Grades  5,  6,  7. 

21 


Smith,  Mary  Gate.     Life  in  Asia.     p.  166-170. 

The  ceremony  over  a  cup  of  tea  and  the  rigid  rules  regarding  dress. 

5.     Educational  practices. 

The  teacher  should  assign  the  references  on  the  educational  system  of 
China  which  follow.  She  should  first  have  the  children  tell  about  the 
quaint  ceremonies  performed  when  the  child  first  enters  school,  about  the 
studies  he  pursues,  and  about  the  queer  ways  the  children  have  of  studying 
aloud  and  reciting  with  their  backs  turned  toward  the  teacher.  After  this 
interesting  material  has  been  presented  bring  out  in  further  discussions  that 
China  has  no  system  of  public  instruction,  and  hence  all  learning  is  acquired 
in  private  classes ;  that  the  course  in  instruction  consists  in  a  study  of  the 
writings  of  Confucius  and  other  ancient  scholars  ;  that  all  applicants  for 
public  oflSces  must  pass  a  series  of  examinations  on  these  classics  before  they 
are  given  an  office  ;  that  their  studies  everywhere  admonish  the  student  to 
be  good,  and  just,  and  honest,  but  no  mention  is  ever  made  of  telegraphy, 
railroads,  surgery,  or  anything  pertaining  to  present  day  western  civiliza- 
tion ;  and  that  in  consequence  the  many  years  spent  in  study  in  no  way  fits 
the  student  for  the  duties  he  is  expected  to  perform  in  his  official  life.  Con- 
crete illustrations,  to  be  found  in  abundance  in  the  following  references, 
should  be  given  by  the  children  as  the  points  are  taken  up  in  discussion. 

For  children's  reading  see  the  following  references : 

Bryson,  Mrs.  M.  I.     Home  life  in  China,     p.  56-74. 

Excellent  chapter  on  school  life.  Grades  6,  7,  8. 

Fielde,  Adele  M.     A  corner  of  Cathay,     p.  94-110. 

Tells  of  teachers'  salary,  the  ceremonies  performed  upon  opening 
school,  punishments,  methods  of  study  and  recitation,  the  course  of 
study,  and  examinations.     Excellent.  Grades  6,  7,  8. 

George,  Marian,     Eittle  journeys  to  China  and  Japan,     p.  57-59. 

A  description  of  a  Chinese  school.  Grades  4,  5,  6. 

Krout,  Mary  H.     Two  girls  in  China,     p.  154-163. 

An  account  of  a  Chinese  mission  school.  Grades  4,  5,  6. 

Lee,  Yan  Phou.     When  I  was  a  boy  in  China,     p.  50-62. 

Chapter  on  schools  and  school  life.  Grades  6,  7,  8. 

lyittle,  Mrs.  Archibald.     Intimate  China,     p.  67  ;  203-219. 

Describes  the  babble  of  voices  to  be  heard  in  the  schools.  Treats  also 
the  courses  of  study,  and  the  examinations  which  the  students  are  re- 
quired to  take.  Grades  7,  8, 

Martin,  W.  A.  P.     The  lore  of  Cathay,     p.  281-383. 

An  exhaustive  survey  of  the  educational  system  and  practice. 

For  teacher. 

Miln,  Louise  J.     Little  folk  of  many  lands,     p.  190-191. 

The  ceremony  when  a  boy  enters  school.  Methods  of  study  and 
recitation.  Grades  5,  6,  7. 

Morse,  Edward  S.     Glimpses  of  China  and  Chinese  homes,     p.  172-176. 

Description  of  the  examination  hall  in  Canton,  and  the  absurd  nature 
of  the  questions  propounded  in  the  examination.        Grades  6,  7,  8. 

22 


Pratt,  Mara  L.     Stories  of  China,     p.  179-194. 

The  child's  clothing,  the  furniture  of  the  schoolroom,  the  Chinese 
language,  and  the  methods  of  study.  Grades  4,  5,  6. 

Smith,  A.  H.     Chinese  characteristics,     p.  28-29;  251. 

The  defects  of  the  educational  system.  The  patience  which  aspirants 
for  honors  in  the  examinations  exercise.  Methods  of  study  and  reci- 
tation. Grade  8. 

Stoddard,  John  h.     lectures,  vol.  III.     p.  326-332. 

Description  of  the  competitive  examinations  which  are  given  to  de- 
termine political  rank.  Grades  7,  8. 

Van  Bergen,  R.     The  story  of  China,     p.  44-51  ;  96-104. 

Tells  how  public  officers  are  appointed,  and  what  the  boys  learn  at 
school.     Illustrated.  Grades  5,  6,  7, 

Facts  to  be  remembered  : 

1 .  That  the  practice  of  foot  binding  illustrates  the  tremendous  force  of 
tradition  in  China. 

2.  That  the  methods  employed  in  manual  labor  are  extremely  crude  and 
laborious, 

3.  That  transportation  is  slow  and  is  carried  on  now  as  it  was  centuries 
ago  by  wheelbarrows,  sedan  chairs,  carts,  and  by  rude  boats  poled  about 
the  rivers  and  canals. 

4.  That  the  accumulated  etiquette  of  ages  is  trifling  and  senseless,  but 
that  its  demands  are  rigidly  enforced,  which  results  in  the  repression  of  any 
tendency  toward  progress. 

5.  That  the  studies  of  those  preparing  for  official  life  in  no  way  deal  with 
present  day  practices,  and  hence  in  no  way  prepares  for  the  duties  of  public 
service. 

6.  That  all  of  the  above  goes  to  prove  that  as  a  race  the  Chinese  are  con- 
servative, stolid,  and  non-progressive. 

lyESSON  Unit  IV.  The  Chinese  race  is  characterized  by  conservatism,  sto- 
lidity, and  Tion-progressiveness,  due  largely  to  their  religion  of  ancestor  worship, 
which  leads  them  to  regard  new  customs  as  vicious. 

I.  China,  at  the  dawn  of  history,  had  a  national  religion  which  recog- 
nized the  worship  of  the  Supreme  Ruler ;  the  worship  of  powers  presumed  to 
preside  over  departments  of  nature  ;  and  the  worship  of  deceased  ancestors. 
In  these  later  years,  the  Supreme  Ruler  is  considered  too  august  to  be  ap- 
proached by  ordinary  mortals ;  the  priests  and  magistrates  attend  to  the 
worship  of  the  other  divinities  ;  but  the  worship  of  ancestors  is  obligatory  on 
all  and  therefore  constitutes  the  very  heart  of  the  religion  of  China.  Every 
household  has  somewhere  within  its  doors  a  small  shrine,  in  which  are  de- 
posited the  tablets  of  ancestors,  and  of  all  deceased  members  of  the  family 
who  have  passed  the  age  of  infancy.  In  these  tablets,  according  to  popular 
belief,  dwell  the  spirits  of  the  dead.  Since  these  spirits  are  powerful  to  work 
good  or  ill  to  their  descendants  they  must  be  propitiated  by  offerings.  In 
consequence,  before  these  tablets  there  ascends  the  smoke  of  daily  incense, 

23 


and  twice  in  the  month  offerings  of  fruit  and  flowers  are  presented,  accom- 
panied by  the  most  solemn  obeisances.  (See  Martin,  The  lore  of  Cathay,  p. 
264-278.) 

This  system  not  only  underlies  the  religion  of  the  Chinese  people,  but 
most  of  their  everyday  acts  as  well.  Social  customs,  judicial  decisions,  ap- 
pointments to  the  office  of  prime  minister,  and  even  the  succession  to  the 
throne  are  influenced  by  it.  It  explains  why  there  are  no  bachelors  in 
China,  for  every  man  must  marry  and  rear  sons  to  perform  this  rite,  essen- 
tial to  his  eternal  happiness,  at  his  grave.  This  service  also  explains  why 
such  great  stress  is  laid  upon  the  return  of  a  dead  body  from  the  greatest 
distances  for  burial  in  the  ancestral  ground.  If  buried  elsewhere  the  unfor- 
tunate soul  of  the  departed  is  doomed  throughout  eternity  to  wander  up  and 
down  the  earth,  unhoused,  unfed,  uncared  for,  unknown,  forever  an  outcast. 

Ancestral  worship  in  its  effect  on  the  Chinese  nation  is  a  chain  which 
binds  the  present  generation  to  the  generations  of  the  past.  Through  it  the 
millions  of  the  living  Chinese  are  under  the  most  galling  subjection  to  the 
hundreds  of  millions  who  are  dead.  The  Golden  Age  of  the  Chinese  lies  in 
the  past.  The  present  and  the  things  of  the  present  are  held  to  be  inferior 
and  hence  are  to  be  depreciated.  The  highest  ideal  of  the  present  is,  there- 
fore, imitation  of  the  past.  This,  then,  explains  what  seems  at  first  but 
blind  and  obstinate  adherence  to  the  ways  and  customs  of  the  past  and  why 
an  invasion  of  these  is  regarded  by  the  Chinese  as  an  invasion  of  sacred 
regions. 

In  topic  III  the  children  saw  in  foot-binding  an  illustration  of  the  force 
of  custom  and  tradition  ;  in  the  crude  methods  employed  in  the  various 
forms  of  manual  labor  they  saw  how  tenaciously  the  Chinese  hold  to  the 
past ;  in  the  primitive  methods  of  transportation  they  realized  the  strength 
of  the  dislike  to  new  ways  ;  and  in  their  discussion  of  the  rigid  exactions  of 
ceremonial  life,  the  children  learned  how  the  progress  of  the  people  is  re- 
tarded. All  these  points,  the  teacher  will  remember,  were  parts  of  a  lesson 
unit  the  aim  of  which  was  to  present  a  mass  of  related  details  from  which 
the  children  were  to  draw  the  general  notion  that  the  Chinese  people  are 
conservative,  stolid,  and  non-progressive. 

The  general  notion  is  presumed,  therefore,  to  have  been  gotten,  and  in 
presenting  the  details  of  the  practice  of  ancestor  worship  it  is  the  teacher's 
purpose  to  give  the  children  the  means  for  explaining  what  they  have  al- 
ready learned  as  a  fact.  She  must  not  lose  sight  of  the  fact,  in  this  connec- 
tion, that  her  presentation  is  primarily  not  for  the  sake  of  the  interest  the 
details  give,  but  solely  because  of  their  significance  in  accounting  for  Chinese 
antagonism  to  Western  ways. 

For  children's  reading  see  the  following  : 

Ball,  J.  D.     Things  Chinese,     p.  25-29, 

A  good  discussion  of  the  practice,  together  with  the  story  of  its  origin. 

For  the  teacher. 


24 


Butterworth,  Hezekiah.     Traveler  tales  of  China,     p.  58-83  ;  84-88. 

Ghost  thanks — a  story  of  Ginseng.  A  very  interesting  story  which 
shows  the  respect  the  Chinese  pay  to  the  bodies  of  their  fellows.  The 
silent  mystery  of  f ung  shui  —  ancestor  worship.  An  interesting  de- 
scription. Grades  5,  6,  7, 

George,  Marian.     lyittle  journeys  to  China  and  Japan,     p.  41. 

The  room  set  apart  for  worship.  Grades  4,  5,  6. 

Holcombe,  Chester.     The  real  Chinaman,     p.  123-125. 

The  theory  and  its  application.  Why  the  bodies  of  the  Chinese  dead 
are  returned  to  their  native  country.     The  ancestral  tablet. 

Grades  6,  7,  8. 

Krout,  Mary  H.     Two  girls  in  China,     p.  144-145. 

The  ancestral  hall  described.  Grades  4,  5,  6, 

Martin,  W.  A.  P.     The  lore  of  Cathay,     p.  264-278. 

Ancestor  worship  in  relation  to  other  religions  and  to  the  social  order 
of  China.  For  teacher. 

Miln,  Louise  J.     Little  folk  of  many  lands,     p.  189-191, 

A  description  of  the  custom.  Grades  5,  6,  7. 

Pratt,  Mara.     Stories  of  China,     p.  126-128. 

The  Chinese  theory  of  the  custom.     The  ancestral  tablet  described. 

Grades  5,  6,  7. 

Smith,  A.  H.     Chinese  characteristics,     p.  184-185. 

A  description  of  the  sj-stem.  Grades  6,  7,  8. 

Smith,  Mary  Cate.     Life  in  Asia.     p.  163-165. 

The  use  of  the  ancestral  tablet.  Grades  5,  6,  7. 

2.  The  worship  of  ancestors  is  not  all  bad.  Its  good  side  lies  in  the  re- 
spect and  care  which  the  Chinese  people  exercise  towards  their  parents. 
One  of  the  most  pleasing  features  of  the  home  life  of  these  people  is  the  def- 
erence and  respect  which  the  younger  members  of  the  family  show  to  their 
elders.  Such  phrases  as  "the  old  man,"  "  the  governor,"  and  "  the  old 
woman,"  are  not  to  be  found  in  their  language.  Age  is  invariably  respected 
and  honored.  A  ragged,  dirty,  foul-mouthed  beggar  woman  upon  the 
streets  is  never  addressed  by  any  other  term  than  "venerable  lady."  (See 
Holcombe,  The  real  Chinaman. )  Neither  does  obedience  to  parents  cease 
when  the  child  is  grown.  Frequently  a  man  after  he  is  married  and  has  a 
family  of  his  own  will  ask  permission  of  his  mother  when  he  wishes  to  go  on 
the  streets  after  dark.  A  traveller  relates  that  a  Chinese  millionaire,  forty 
years  of  age,  was  asked  to  dinner  by  the  American  consul.  He  replied,  "  I 
think  I  can  come,  but  I  must  first  ask  my  mama."  It  is  said  in  the  "  Filial 
piety  classic"  that :  "There  are  three  thousand  crimes  in  which  one  or  the 
other  of  five  kinds  of  punishment  is  attached  as  a  penalty,  and  of  these  no 
one  is  greater  than  disobedience  to  parents." 

The  Chinese  have  a  proverb  that,  "  of  a  hundred  virtues,  love  for 
parents  is  the  most  worthy."  The  worst  crimes  which  a  Chinese  is  capable 
of  committing  are  those  against  parents.  Death  is  the  penalty  for  striking  a 
parent,  and  if  a  son  were  to  kill  his  father,  his  execution  would  be  per- 
formed after  the  most  horrible  method  human  ingenuity  has  yet    devised  — 

25 


that  of  tying  the  culprit  to  a  cross  and  slowly  slicing  him  into  pieces.  (See 
Carpenter,  Asia.) 

There  are  constantly  arising  extraordinary  instances  of  how  Chinese 
sons  and  daughters  deny  and  sacrifice  themselves  for  their  parents.  A  trav- 
eller tells  of  an  instance  which  came  under  his  own  observation.  A  prisoner 
accused  of  robbery,  was  thought  to  have  accomplices.  In  the  effort  to  make 
him  implicate  others  he  was  most  cruelly  beaten  and  tortured.  It  was  dis- 
covered at  a  later  time  that  he  had  never  committed  the  robbery  at  all,  but 
had  given  himself  up  in  the  place  of  his  father  who  was  the  real  culprit. 
(See  Phillips,  Peeps  into  China. )  The  Chinese  believe  that  serious  cases 
of  illness  of  parents  can  only  be  cured  by  having  the  parent  unwittingly  eat 
a  broth  made  from  a  piece  of  flesh  cut  from  the  arm  or  the  leg  of  the  son  or 
daughter.  Mr.  Smith,  in  his  Chinese  characteristics,  says  that  he  was  per- 
sonally acquainted  with  a  young  man  who  cut  off  a  slice  of  his  leg  to  cure 
his  mother,  and  who  exhibited  the  scar  with  much  pride.  In  Peking  there 
is  a  great,  bronze  bell  whose  deep,  rich  tones  can  be  heard  at  great  distances. 
It  is  centuries  old,  and  is  larger  than  any  other  bell  in  the  world.  It  is  said 
that  when  the  Emperor  ordered  it  cast,  all  the  master  molders  of  the  empire 
were  summoned  to  Peking.  The  metal  was  collected  —  great  quantities  of 
gold,  silver,  and  brass  —  and  the  furnace  fires  were  lighted.  But  the  metals 
refused  to  mix,  and  three  times  the  bell  was  cast  without  success.  At  last 
the  Emperor  warned  the  mandarin-in-charge  that  death  awaited  him  if  he 
failed  again.  The  mandarin  had  a  beautiful  daughter  who  upon  learning  of 
her  father's  danger  consulted  a  soothsayer  who  told  her  that  in  order  to  make 
the  metals  unite,  they  must  be  mixed  with  human  blood.  On  the  day  when 
the  bell  was  to  be  cast  for  the  fourth  time,  Ko-N'gai,  the  daughter,  begged 
permission  to  go  with  her  nurse  to  see  the  metal  poured  into  the  mold.  They 
stood  on  the  platform  looking  down  upon  the  seething  mass  of  brass  and 
gold,  boiling  and  bubbling,  and  when  the  final  moment  came,  Ko-N'gai 
cried:  "  For  thy  sake,  O,  my  father  !  "  and  leaped  into  the  molten  metal. 
As  she  sprang  her  nurse  tried  to  catch  and  hold  her,  but  Ko-N'gai  slipped 
through  her  grasp  and  left  only  one  tiny  shoe  in  the  nurse's  hands.  When 
the  bell  is  sounded  and  its  tones  die  away,  the  Chinese  say  that  they  can 
hear  the  voice  of  Ko-N'gai  calling  "  Hi-ai  "  and  then  the  Chinese  mothers 
say  to  their  little  ones  : 

"Listen!  that  is  Ko-N'gai;  that  is  Ko-N'gai  crying  for  her  shoe." 
(Taken  from  Krout,   Two  girls  in  China,  p.  137-140,) 

Stories  such  as  this  are  daily  repeated  to  the  children  until  they  are 
wrought  into  the  very  fibre  of  their  nature,  so  that  it  is  of  little  wonder  that 
filial  piety  lx;comes  the  greatest  of  all  virtues  in  Chinese  eyes.  In  fact 
Chinese  children  have  a  little  book  called,  "  Twenty-four  examples  of  filial 
piety"  which  they  read  and  study  as  our  children  do  the  Mother  Goose 
rhymes.  Each  of  these  stories  recounts  the  incidents  of  a  child  who  has 
gained  great  honor  and  reputation  for  the  love  and  care  which  he  has  given 
his  parents  under  most  difficult  and  trying  circumstances.  (Several  of  these 
stories  are  given  in  Mara  Pratt's,  Stories  of  China,  p.  161-166.)      It  is  safe 

26 


to  say  that  this  book  has  been  a  large  factor  in  shaping  the  ideals  of  the 
masses  of  China  along  this  line  of  filial  piety. 

The  incidents  given  above  are  but  an  indication  of  the  nature  of  the 
material  contained  in  the  following  references.  The  teacher  could  well 
spend  two  or  three  recitations  in  discussing  with  the  children  this  aspect  of 
ancestor  worship.  It  might  be  well  for  them  to  contrast  the  attitude  of 
Chinese  children  toward  their  parents  with  that  of  American  children  toward 
theirs.  If  this  is  handled  tactfully  by  the  teacher  it  cannot  but  have  a  very 
healthful  reaction  on  the  children. 

For  references  to  the  best  children's  reading  see  the  following: 

Ball,  J.  D.     Things  Chinese,     p.  236-238. 

A  description  of  what  it  means,  with  instances  of  extraordinary 
self-denial  related. 

Bryson,  Mrs.  M.  I.     Home  life  in  China,     p.  66-74. 

A  collection  of  stories  taken  from  the  ' '  Twenty-four  examples  of 
filial  piety,"  the  children's  reading  book  of  China,  and  which  have 
influenced  the  rising  generations  to  a  remarkable  degree.  Also  the 
story  of  Moh-lau,  the  daughter  of  a  famous  Chinese  general,  who, 
upon  the  sickness  of  her  father,  bravely  placed  herself  at  the  head  of 
his  army.  Grades  5,  6,  7. 

Carpenter,  Frank  G.     Asia.     p.  123-125. 

Some  good  illustrations  of  the  relations  of  parents  and  children. 

Grades  5,  6,  7. 

Fielde,  Adele  M.     A  corner  of  Cathay,     p.  82-86. 

Instance  related  of  the  sacrifice  a  young  man  made  for  his  father. 

Grades  5,  6,  7. 

Holcombe,  Chester.     The  real  Chinaman,     p.  34-35  ;  43-45  ;  89-92. 

Tells  of  the  strict  provisions  of  the  Chinese  code  regarding  the  pun- 
ishment of  anyone  using  abusive  language  toward  his  parents.  Por- 
trays the  deference  and  respect  shown  to  parents  by  the  younger 
members  of  the  family.  Grades  5,  6,  7. 

Krout,  Mary  H.     Two  girls  in  China,     p.  118-119  ;  139-140. 

The  reasons  for  the  regard  in  which  the  Empress  Dowager  is  held. 
Chinese  legend  of  the  devotion  of  a  young  man  to  his  mother.  Legend 
of  the  great  bell  and  how  a  beautiful  daughter  sacrificed  herself  to 
save  her  father  from  death.  Grades  4,  5,  6. 

I^e,  Yan  Phou.     When  I  was  a  boy  in  China,     p.  18-21. 

A  simply  written  account  of  the  condition  of  the  mind  of  a  Chinese 
boy.  Grades  5,  6,  7. 

Lee,  Yan  Phou.     The  boys  and  girls  of  China.      St.  Nicholas,  vol.  XVII. 

p.  362-363- 

An  account  of  the  attitude  of  boys  to  their  parents,  also  a  description 
of  their  games.  Grades  4,  5,  6. 

Little,  Mrs.  Archibald.     Intimate  China,     p.  11 2-1 14. 

An  incident  of  a  daughter's  devotion.  Grades  7,  8. 

Martin,  W.  A.  P.     A  cycle  of  Cathay,     p.  11 5- 11 6. 

Stories  taken  from  the  "  Twenty-four  examples  of  filial  piety."  An 
account  of  how  a  young  man  evaded  punishment  for  striking  his 
father.  Grade  8. 

27 


Martin,  W.  A.  P.     The  lore  of  Cathay,     p.  106-110. 

The  quibbles  which  arise  over  filial  duty.  Interesting  material  for 
teacher  to  use  for  illustrative  purposes. 

Pratt,  Mara.     Stories  of  China,     p.  128-131  ;  160-165. 

Relation  of  parents  to  children.  Five  stories  of  filial  piety  which  are 
repeated  to  Chinese  children  until  they  have  learned  them  as  other 
children  learn  the  catechism.  Grades  5,  6,  7. 

Smith,  A.  H.     Chinese  characteristics,     p.  171-185. 

An  excellent  chapter  on  the  relations  between  parents  and  children. 
Many  concrete  instances  are  given.          Teacher  and  grades  6,  7,  8. 

Stoddard,  John  L,.     Lectures,  vol.  III.    p.  302. 

An  account  of  the  self-sacrifice  undergone  by  a  young  girl  to  effect 
her  mother's  cure.  Grades  5,  6,  7. 

Facts  to  be  remembered  : 

1.  That  ancestor  worship  underlies  both  the  religion  and  the  every  day 
acts  of  the  Chinese  people. 

2.  That  its  effect  is  to  bind  the  Chinese  people  to  the  past  and  to  the 
ways  of  the  past. 

3.  That  it  explains  why  China  is  conservative  and  non-progressive  in 
her  ways. 

4 .  That  its  good  side  lies  in  the  respect  and  the  care  which  it  causes  the 
Chinese  people  to  exercise  toward  their  parents. 

lyESSON  Unit  V.     //  is  a  region  famous  for  its  production  of  rice,  tea,  and 
silk. 

I .     Rice  : 

Although  the  Chinese  government  forbids  the  exportation  of  rice,  there 
being  not  enough  produced  in  some  seasons  for  home  consumption,  still 
China's  total  production  is  greater  than  that  of  any  other  region.  For  this 
reason  and  for  the  further  reason  that  the  Chinese  are  known  to  the  popular 
mind  as  a  nation  of  rice  eaters  we  suggest  that  the  study  of  this  industry  be 
made  in  connection  with  the  study  of  China.  If  the  teacher  follows  this 
with  a  survey  of  other  rice  regions,  bringing  out  ])y  comparison  and  contrast 
with  China  the  methods  employed  and  the  extent  of  the  industry,  this  topic 
will  take  its  proper  and  correct  shape  in  the  child's  mind. 

The  best  accounts  for  the  children  of  how  rice  is  grown  and  prepared 
for  the  market  are  to  be  found  in  Chamberlain,  How  we  arc  fcd^  p.  70-76, 
and  in  Kirby,  Aioit  Martha' s  corner  cupboard,  p.  1 21-134.  These  accounts 
tell,  in  language  which  will  interest  the  children,  how  the  growing  rice  re- 
quires a  great  deal  of  moisture  and  warmth  ;  how  the  ripened  grain  in  China 
is  cut  by  hand ;  how  it  is  thrashed  out  and  hulled  l)y  rude,  laborious 
methods  ;  how  the  rice  grains  are  polished  to  make  them  more  marketable  ; 
and  finally  what  improvements  have  been  introduced  in  its  cultivation  and 
preparation  for  market  in  the  rice  regions  of  our  own  country.  These  two 
articles  can  very  well  be  made  the  basis  for  the  discussion  of  the  topic. 

28 


In  the  assignment  of  reading  and  in  her  class  discussions  the  teacher 
should  now  turn  to  rice  cultivation  and  production  in  other  regions.  She 
should  require  her  children  to  locate  the  regions  of  the  world  which  have 
the  combination  of  warmth  and  rainfall,  which  is  essential  to  the  profitable 
pursuit  of  the  industry.  The  children  should  locate  those  parts  of  the 
above  regions  which  produce  rice  in  considerable  quantities.  (The  accom- 
panying map  will  show  these  areas  to  the  teacher.) 


Fig.  4,     Showing  the  rice  regions  of  the  world. 

The  thought  should  be  brought  out  that  in  the  culture  of  rice,  ma- 
chinery can  not  be  used  to  any  great  advantage  on  account  of  the  muddy 
condition  of  the  fields.  Consequently  those  countries,  as  China  and  Bur- 
mah,  where  labor  is  cheap,  will  probably  always  lead  the  world  in  the  quan- 
tity of  the  grain  produced. 

For  references  to  the  children's  reading  see  the  following  : 


Andrews,  C.  C.     Brazil :  condition  and  prospects. 
Rice  in  Brazil. 

Andrews,  Jane.     Seven  little  sisters,     p.  61-63. 

Little  Pen-se  eats  her  rice  with  chop  sticks. 

Ball,  John  D.     Things  Chinese,     p.   514-515. 
A  short  article  on  rice  culture  in  China. 


Grades  3,  4,  5. 


For  teacher. 


Carroll  and  Carroll.     Around  the  world.     Book  II.     p.  224-226. 
Hawaiian  rice  fields  ;  how  planted,  irrigated,  and  gathered. 

Grades  4,  5,  6. 

Carpenter,  Frank  G.     Asia.     p.  66-67  5  200. 

The  cultivation  of  rice  in  Japan  and  Burmah.  Grades,  5,  6,  7. 

Carpenter,  Frank  G.     North  America,     p.  119-124. 

Among  the  rice  fields  of  the  southern  states.  Grades  5,  6,  7. 

Eggleston,  E.  E.     Stories  of  great  Americans,     p.  21-23. 

The  story  of  how  rice  culture  was  introduced  into  the  United  States. 

Grades  4,  5,  6. 

King,  Charles  F.     The  land  we  live  in.     Part  II.     p.  3-4. 

The  cultivation  of  rice  in  the  United  States.  Grades  6,  7,  8. 


29 


Kirby,  Mary  and  Elizabeth.     Aunt  Martha's  corner  cupboard,     p.  121-133. 
Where  and  how  grown.    An  excellent  description.     Grades  4,  5,  6. 

Krout,  Mary  H.     Two  girls  in  China,     p.  44-45. 

Method  of  preparing  rice  for  the  table.  Grades  4,  5,  6. 

Facts  to  be  remembered  : 

1.  That  rice  requires  a  warm  climate  and  moist  soil. 

2.  That  rice  is  eaten  by  more  than  half  of  the  human  race  and  is  a  staple 
food  for  more  than  a  third. 

3.  That  China  produces  the  greatest  quantity,  the  whole  of  which,  how- 
ever, is  consumed  by  her  people. 

4.  That  the  industry  in  China  is  carried  on  by  crude  and  laborious 
methods  but  that  on  account  of  the  cheapness  of  labor  it  is  profitable. 

5.  That  this  grain  is  grown  in  China,  Japan,  India,  Ceylon,  Siam, 
Philippines,  Hawaii,  Italy,  Egypt,  Mexico,  Brazil,  and  in  some  of  the 
southern  states  in  our  own  country. 

2.      Tea  : 

In  beginning  the  discussion  of  this  industry  it  would  be  well  to  have 
the  children  read  or  hear  some  of  the  pretty  legends  which  are  told  in  the 
tea  countries  of  its  origin.  Mary  Cate  Smith  in  Li/e  in  Asia,  p.  154,  tells 
the  one  of  the  Indian  saint.  The  one  of  the  pious  Buddhist  and  the  sacri- 
fice he  made  is  told  in  Butterworth,  Traveller  tales  oj  China,  p.  206.  These 
and  others  are  given  in  greater  detail  in  Cornaby,  A  stri7ig  of  Chinese  peach- 
stones,  p.  107-110.  Aside  from  the  interest  these  tales  give  they  serve  to 
illustrate  the  remoteness  of  the  origin  of  the  Chinese  custom  of  tea  drinking. 

References  describing  the  tea-shrub,  its  method  of  cultivation,  and  how 
the  leaves  are  picked,  prepared,  and  marketed  should  next  be  given.  The 
teacher  in  her  class  discussions  of  these  readings  should  see  that  the  children 
are  left  with  a  clear  notion  that  the  tea-plant  is  really  a  cultivated  wild  shrub 
and  evergreen,  some  three  to  five  feet  high  ;  that  it  grows  best  in  a  warm, 
moist  climate  ;  that  there  are  three  or  four  gatherings  of  the  leaves  each 
year  ;  that  its  flavor  and  superior  qualities  are  due  to  the  roasting  which  the 
leaves  receive  immediately  after  they  are  picked,  which  accounts  for  the  dif- 
ference between  the  black  and  green  tea  of  the  markets  ;  and  that  the  cured 
leaves  are  either  packed  for  shipment  into  boxes  lined  with  a  sort  of  sheet 
lead  to  keep  out  the  moisture,  or  else  are  pressed  into  ' '  bricks ' '  for  the 
Russian  trade.  In  this  last  connection  have  the  children  read  Butterworth' s 
curious  "  Tale  of  caravan  tea,"  in  Traveller  tales  of  China,  p.  214-219. 

It  should  be  brought  out  in  the  discussions  that  tea  raising  in  China  is 
a  garden  culture,  the  work  being  done  by  hand.  In  Ceylon  and  India, 
on  the  other  hand,  there  are  plantations  of  hundreds  of  thousands  of 
acres  where  machinery  of  the  mo.st  modern  kind  is  used.  The 
effect  on  the  cost  of  production  should  be  discussed  and  the  question 
asked:  "How  is  China's  aversion  to  modern  methods  affecting  her 
tea  trade  ?  "     As  a  matter  of  fact,  in  recent  years  her  tea  trade  has  been 

30 


greatly  reduced  on  account  of  the   competition    of   these  countries.     (See 
Adams,  Com??iercial geography,  p.  417.) 

At  this  point  it  would  be  well  to  take  a  wider  view  and  learn  something 
of  the  magnitude  of  the  world's  demand  for  tea  and  what  countries  are  en- 
gaged in  its  production.  After  discussing  this  point  the  children  should 
make  an  outline  map  of  the  world  and  shade  in  the  tea  producing  regions. 
These  consist  in  the  main  of  certain  regions  of  China,  Japan,  India,  Ceylon, 
Java,  and  Natal  in  Africa. 


Fig.  5.     Showing  the  tea  producing  regions  of  the  world. 

Ball,  John  D.     Things  Chinese,     p.  583-597. 

An  exhaustive  account.  For  the  teacher. 

Beal,  E.  A.     Information  reader.     No.  I.,  p.  252-255. 

A  short  description  of  the  production  of  tea  and  the  history  of  its  in- 
troduction into  Europe.  Grades  5,  6,  7. 

Butterworth,  Hezekiah.     Traveller  tales  of  China,     p.  204-219. 

The  legendary  origin  of  tea.  The  description  of  the  plant,  how  the 
tea  is  gathered  and  cured,  and  the  Chinese  mode  of  making  and 
drinking  the  beverage.  Also  gives  an  interesting  tale  of  "caravan 
tea." 

Carpenter,  Frank  G.     Asia.     p.  148-150. 

The  preparation  of  the  tea  for  the  market.     Illustrated. 

Grades  5,  6,  7. 

Cornaby,  W.  A.     A  string  of  Chinese  peach  stones,     p.  107-111. 

lyegends  of  the  origin  of  tea  and  tea  drinking.  Grades  7,  8. 

Eggleston,  E.  E.     Stories  of  American  life.     p.  31-37. 
Tea  in  colonial  days  in  our  own  country. 

Ford,  John  D.     An  American  cruiser  in  the  East.     p.  354-355. 
The  industries  of  rice  and  tea. 

George,  Marian.     Eittle  journeys  to  China  and  Japan,     p.  84-86. 

Legend  of  the  origin  of  tea.  How  grown  and  where.  Grades  4,  5,  6. 

Kirby,  M.  and  E.     Aunt  Martha's  corner  cupboard,     p.  45-60. 

An  unusually  good  story  of  tea.  Grades  4,  5,  6. 

Krout,  Mary  H.     Two  girls  in  China,     p.  67-68  ;   198-203. 

Chinese  method  of  making  tea.  Tea  tasting,  the  climate  required  for 
tea  raising,  picking  tea,  curing  it,  and  packing  described.  Illustrated. 

Grades  4,  5,  6. 

31 


Little,  Mrs.  Archibald.     Intimate  China,     p.  298-301, 

The  decline  of  the  industry.  Grades  7,  8. 

Morse,  Edward  S.     Glimpses  of  China  and  Chinese  homes,     p.  16-18. 

A  description  of  a  Chinese  tea-house.  Grades  5,  6,  7. 

Phillips,  E,  C.     Peeps  into  China,     p.  89-97. 

How  it  grows,  how  it  is  gathered  and  prepared  for  the  market. 

Grades  5,  6,  7. 

Pratt,  Mara,     Stories  of  China,     p.  51-60. 

An  excellent  and  detailed  account  of  its  cultivation  and   preparation 
for  market.  Grades  5,  6,  7, 

Scidmore,  E,  R.     China  :  the  long-lived  empire,     p,   365-376. 

A  detailed  description.  Grades  6,  7,  8. 

Smith,  Mary  Cate.     Life  in  Asia.     p.  151 -154. 

The  shrub,  the  process  of  cultivating  it,  the  sorting  and   packing.  A 
pretty  legend  of  the  origin  of  tea.  Grades  5,  6,  7. 

Facts  to  be  remembered  : 

1.  That  China  has  been  and  is  still  the  greatest  tea  producing  country  of 
the  world. 

2.  That  the  methods  she  employs  in  the  production  of  tea  are  crude  and 
laborious  and  therefore  costly. 

3.  That  Ceylon  and  India  are  fast  rivalling  her  in  the  trade  because  they 
are  raising  it  on  a  large  enough  scale  to  warrant  the  introduction  of  labor 
saving  machinery. 

4.  That  the  tea  industry  of  China  gives  labor  to  millions  of  her  people. 

5.  That  her  tea  was  one  of  the  two  great  instrumentalities  in  opening  the 
doors  of  China  to  foreign  trade. 

6.  That  besides  China,  Ceylon,  and  India,  tea  is  grown  in  Japan,  Java, 
and  Natal  in  Africa. 

3.     Silk  : 

Sericulture  is  an  industry  which  is  common  to  many  countries.  But 
since  China  was  the  home  of  the  industry  and  since  she  produces  almost  as 
much  as  all  the  other  countries  put  together,  the  children  in  their  study 
should  associate  the  industry  particularly  with  China. 

For  the  sake  of  interest  and  also  to  give  the  children  an  idea  of  the 
great  antiquity  of  this  industry  the  teacher  should  either  read  or  tell  them 
the  story  of  the  discovery  of  silk  by  an  ancient  Chinese  empress  who  is  to 
this  day  gratefully  spoken  of  by  the  Chinese  people  as  ' '  The  Goddess  of  the 
silkworm."  This  story  is  given  by  Mary  Cate  Smith  va.  Life  in  Asia, 
P-    154-155- 

The  life  history  of  the  silk  worm  should  next  be  taken  up.  How  the 
eggs  are  laid  ;  how  they  are  hatched  ;  how  the  young  worms  are  fed  ;  how 
they  spin  their  cocoons  and  then  are  killed  ;  and  then  how  the  silk  fibres  are 
reeled  off  into  threads  and   these  threads  woven  into  cloth,    are  all    points 

32 


which  are  covered  by  the  references  accessible  to  both  teacher  and  pupil  and 
should  be  discussed  by  both  in  class. 

The  spread  of  the  industry  from  China  to  Japan,  India,  Italy,  France, 
and  the  other  countries  will  give  the  children  an  idea  of  the  magnitude  and 
value  of  this  industry.  It  will  also  give  the  teacher  a  further  opportunity  to 
impress  the  children  with  the  non-progressiveness  of  Chinese  ways  when 
they  compare  her  methods  of  producing  silk  with  those  employed  in  other 
countries.  In  this  connection  the  story  of  how  China  jealously  guarded  the 
secret  of  silk  production — death  was  the  penalty  for  betrayal  of  the  secret — 
and  how  it  was  stolen  by  western  Asia  and  Europe  should  be  related.  This 
story  is  given  by  Mary  Cate  Smith  in  Life  in  Asia,  p.  155-156,  and  by  Chase 
and  Clow,  Stories  of  industry.  Vol.  II,  p.  49-50.  The  silk  producing  re- 
gions already  mentioned  should  now  be  located  on  the  map. 


Fig.  6.     Showing  the  silk  regions  of  the  world. 

It  should  be  pointed  out  that  since  so  much  hand  labor  in  rearing  and 
feeding  the  worms  and  in  reeling  the  silk  is  required,  and  since  labor  is  so 
cheap  in  China  no  nation  can  seriously  compete  with  her  in  this  industry. 
It  is  on  account  of  the  high  wages  demanded  by  laborers  in  the  United  States 
that  raw  silk  will  never  be  extensively  produced  here.  Although  the  United 
States  produces  very  little  raw  silk  it  leads  all  other  nations  in  its  manufac- 
ture of  silk  goods.  In  consequence  it  is  the  largest  importer  of  the  raw 
article  in  the  world.  In  1900  it  imported  nearly  $45,000,000  worth,  two 
thirds  of  which  came  from  China  and  Japan. 

For  other  references  to  children's  reading  see  the  following  : 

Andrews,  Jane.     Seven  little  sisters,     p.  69-70, 

About  the  mulberry  trees,  the  cocoons,  and  the  spinning. 

Grades  3,  4,  5- 

Andrews,  Jane.     Each  and  all.     p.  91-95. 

The  story  of  silk.  Grades  3,  4,  5. 

Ball,  John  D.     Things  Chinese,     p.  523-530. 

The  origin,  care,  and  culture  of  the  worms.     The  quantity  produced. 

For  teacher. 


33 


Carpenter,  Frank  G.     Asia.     p.  150-152. 

The  care  of  the  worms,  how  they  spin  the  silk,  and  the  reeling  and 
weaving  of  the  threads.  Grades  5,  6,  7. 

Chase  and  Clow.     Stories  of  industry,     p.  49-58. 

An  unusually  good  description  of  the  production  and  manufacture  of 
silk.     Illustrated.  Grades  4,  5,  6. 

Clifford,  Warren.     Information  reader.     No.  II.,  p.  19-29. 

Historj'.     Treatment  and  value  of  the  industry-.         Grades  6,  7,  8. 

Companion  series.     Talks  about  animals,     p.  144-149. 
The  makers  of  silk. 

I/ittle,  Mrs.  Archibald.     The  land  of  the  blue  gown.     p.  32-35  ;  63. 

How  the  silk  is  spun.     A  picture  of  silk  weaving.         Grades  7,  8. 

Smith,  Mar>' Cate.     Life  in  Asia.     p.  154-156. 

The  story  of  the  discovery  of  silk.  The  care  given  the  worms. 
The  way  in  which  other  countries  obtained  the  possession  of  the 
Chinese  secret  of  silk.  Grades  5,  6,  7. 

Facts  to  be  remembered  : 

1 .  That  silk  was  discovered  in  China  many  centuries  before  Christ. 

2.  That  the  industry  spread  from  China  to  regions  of  Japan,  India,  Italy, 
France,  and  the  United  States. 

3.  That  silk  and  tea  were  the  two  great  instrumentalities  in  opening   the 
ports  of  China  to  foreign  trade. 

4.  That  China  leads  the  world  in  its  production  of  raw  silk. 

5.  That  the  United  States  is  the  greatest  manufacturer  of  silk  goods  and 
importer  of  raw  silk  in  the  world. 

6.  Children  must  be  able  to  shade  in  an  outline  map  of  the  world  show- 
ing the  regions  of  raw  silk. 


34 


A  Study  of  China  Proper  in  its  Physiographical  Aspect. 

As  a  basis  for  the  study  of  the  physiographical  aspect  of  China,  a  basis 
which  should  be  established  before  this  work  of  explanation  is  ever  begun, 
the  teacher  will  recall  that  the  children  have  a  feeling  for  the  density  of  the 
population  along  the  coast  and  the  waterways  of  the  interior,  (See  lesson 
unit  II)  ;  they  have  learned  that  the  inhabitants  of  these  regions  are  largely 
engaged  in  agricultural  pursuits,  (See  lesson  unit  II);  they  know  in  a  con- 
crete way  that  the  soil  of  these  plains  and  river  valleys  is  fertile  and  very 
productive,  (See  lesson  unit  III)  ;  they  have  gotten  through  their  reading 
many  vivid  mental  pictures  of  the  suffering  and  loss  of  life  caused  by  floods 
and  famines,  (See  lesson  unit  II)  ;  and  the}'  know  that  certain  regions  are 
best  adapted  to  tea  raising,  that  rice  grows  best  in  other  regions,  while  the 
spinning  and  weaving  of  silk  employs  the  undivided  labors  of  the  population 
in  still  other  regions,  (See  lesson  unit  V).  These  facts  and  feelings  which 
constitute  the  essentials  on  the  descriptive  side  have  been  so  presented, 
through  the  organized  reading  of  traveller's  tales,  stories  of  adventure,  and 
descriptions,  and  clinched  by  class  discussion  under  the  purposeful  direction 
of  the  teacher,  as  to  build  up  in  the  child's  mind  a  wealth  of  pictures,  and 
associations  ;  of  facts  and  feelings.  We  have  now  reached,  in  our  presenta- 
tion, the  proper  and  natural  place  for  the  questions,  "  How  ?"  and  "Why  ?" 

We  have  already  pointed  out  in  a  previous  discussion  of  this  question  that 
it  no  longer  suffices  to  learn  that  China  has  regions  the  most  densely  popu- 
lated in  the  world  ;  nor  is  it  enough  to  learn  that  the  inhabitants  are  subject 
to  catacl^'sms  bj^  flood  and  famine.  The  children  must  with  these  descrip- 
tions get  a  conception  of  the  forces,  industrial,  physical,  and  social,  which 
make  these  regions  the  regions  they  are.  It  will  not  do  merely  to  describe 
the  earth's  physical  features  ;  their  operations  must  be  explained.  But  this 
explanation  must,  we  emphasize,  come  after  a  thorough  basis  of  pictures,  of 
feelings,  of  associations  has  been  laid.  After  this  apperceptive  basis  has 
been  built  such  questions  as  the  following :  Why  is  the  population  of  China 
congested  along  the  coast  and  the  rivers  ?  How  can  one  account  for  the 
fertility  of  the  soil  in  these  districts  ?  Why  are  certain  areas  subject  to  such 
frequent  floods  and  famines  ?  and  others  of  a  similar  nature  which  the  pop- 
ular mind  considers  important  should  be  asked  and  their  answers  worked 
out.  Any  reversal  of  this  order  of  presentation  will  result  in  abstract  spec- 
ulation which  to  the  child  is  in  no  wise  related  to  fact  or  reality  for  facts  and 
realities  he  will  not  have  had. 

With  these  questions  in  mind  concerning  the  reasons  for  the  various  social 
and  physical  phenomena  which  the  children  have  observed  by  means  of  their 
reading,  let  us  turn  to  the  physical  map  of  Eurasia  in  Tarr  and  McMurry's 
Coviplete  geography,  Fig.  407,  or  to  any  similar  map. 

On  the  map  approximate  the  boundaries  of  China  proper.  (See  formal 
geography).     Note  that  the  surface  of  this  region  is  divided  into  two  nearly 

35 


equal  areas  by  the  Yang-tse-kiang  or  Blue  river  ;  that  the  southern  area 
consists  of  a  complicated  system  of  low  mountains  trending  in  the  main  east 
and  west ;  that  the  northern  area  is  also  mountainous  but  that  there  is  a 
large  region  of  low  plains  in  the  extreme  northeast  reaching  to  the  coast, 

Tracing  the  Yang-tse-kiang  back  to  its  sources  the  children  will  see  that 
it  collects  its  waters  from  many  tributaries  draining  a  wide  area  which  fact 
lessens  the  violence  of  its  floods.  By  examining  its  lower  course  several 
lakes  are  observable  into  which  the  river  spreads.  This  fringe  of  lakes  still 
further  moderates  the  floods.  In  sharp  contrast  to  these  conditions  are  those 
which  prevail  in  the  region  of  the  Hoang-ho. 

The  children  have  already  learned  from  their  reading  that  the  region 
traversed  by  the  Hoang-ho  is  a  fertile,  alluvial  region ;  that  it  is  the  most 
densely  populated  region  in  the  world  ;  and  that  thousands  of  lives  are  lost 
every  few  years  through  its  overflow.  If  on  the  map  referred  to  above  the 
children  compare  the  course  of  the  Hoang-ho  with  that  of  the  Yang-tse-kiang 
they  will  see  that  the  Hoang-ho  has  few  tributaries  ;  that  it  has  no  similar 
fringe  of  lakes  to  conserve  the  waters,  and  that  it  plunges  abruptly  from  a 
high  elevation  to  a  very  low  plain.  This  explains  in  a  simple  way  the 
reasons  for  the  statements  the  children  have  read  that  the  Hoang-ho  is  a 
shallow  torrent ;  that  it  frequently  changes  its  mouth,  sometimes  300  miles  ; 
and  why  the  wretched  people  along  its  banks  call  it  "  China's  sorrow."  It 
also  explains  the  great  fertility  of  the  soil  in  this  region,  for  as  the  waters 
spread  out  over  the  broad  delta  and  flood  plain,  it  deposits  rich  sediment 
which  adds  greatly  to  the  productiveness  of  the  soil.  This  in  turn  deter- 
mines the  nature  of  the  occupation  of  the  people  who  inhabit  these  plains. 
When  we  contrast  the  drier,  less  fertile,  and  more  rugged  regions  of  the  in- 
terior with  these  fertile  and  well-watered  plains,  the  children  will  have  no 
difficulty  in  understanding  why  the  population  is  sparse  in  the  uplands  and 
congested  in  the  lowlands. 

At  this  point  the  children  should  take  a  wider  view  for  the  purpose  of 
determining  the  place  China  takes  in  the  larger  physiographic  features  of 
the  continent.  This  view  can  be  gotten  by  a  further  examination  of  the 
same  map.  In  discus.sing  this  point  lead  the  children  to  see  that  the  huge 
y/'  .shaped  plateau  of  Asia  throws  off  rivers  toward  the  northwest,  toward 
the  .south,  and  toward  the  east.  By  a  closer  examination  of  the  map  lead 
the  children  to  see  that  the  drainage  systems  of  Asia  are  either  oceanic  or 
inland.  Now  have  the  children  ob.serve  that  the  Chinese  empire  lies  almost 
wholly  in  the  angle  of  the  /  ;  that  its  slope  is  toward  the  east ;  and 
that  it  constitutes,  together  with  Siam  on  the  .south  and  the  Amur  on  the 
north,  the  Pacific  drainage  belt  of  the  continent  of  Asia. 

We  have  now  considered  the  slope  of  China,  its  drainage  system,  its 
soil,  and  the  place  it  occupies,  structurally,  in  the  continent  of  Asia  to  ex- 
plain what  the  children  have  already  learned  through  their  reading  and  dis- 
cussions and  for  the  further  purpose  of  giving  them  .some  insight  into  the 
working  of  physical  forces  in  a  large  way.    Let  us  now  consider  the  climate, 

36 


the  winds,  and  the  rainfall  of  China  and  likewise  China's  place  in  the  larger 
meteorological  movements  of  the  continent  as  a  whole. 

Turn  to  the  same  physical  relief  map.  Observe,  first,  that  the  continent 
of  Asia  extends  from  the  Arctic  region  on  the  north  nearly  to  the  equator 
on  the  south,  and  that  in  consequence  the  climate  must  be  one  of  extremes, 
i.  e.  extremes  of  cold  in  the  north  and  of  heat  in  the  south.  Observing  the 
Siberian  region  the  children  will  see  that  because  of  the  absence  of  a  range 
of  mountains  trending  east  and  west  there  is  no  obstacle  to  the  passage  of 
icy  winds  southward.  This  causes  the  summer  frosts  of  Siberia  and  the 
very  cold  winters  of  Peking,  which  lies  in  the  latitude  of  Rome, 

Again,  observe  that  the  Himalaya  mountains  and  the  Central  plateau, 
extending  east  and  west,  is  an  effective  obstacle  in  the  way  of  the  passage  of 
the  warm  rain  winds  from  the  Indian  ocean.  Hence,  in  the  western  part  of 
the  Chinese  Empire  are  to  be  found  the  deserts  of  Tibet  and  Gobi,  Point 
out,  however,  that  this  high  plateau  does  not  extend  far  enough  east  to 
block  the  ocean  winds  from  China  proper.  In  reality  China  proper  lies  in 
the  monsoon  area  of  Asia.  Its  humidity  depends  on  the  southeast  monsoon 
which  blow  inland  from  the  ocean  during  the  summer,  and  in  the  opposite 
direction  during  the  winter.  This  change  in  direction  gives  China  her  dry, 
cold  winters  and  her  warm,  moist  summers.  Besides  maintaining  the  health 
and  energy  of  the  people  these  cold  winds  from  the  nortwest  blow  in  a  fine, 
rich  dust  which  settles  over  great  areas  of  China,  in  some  regions  to  the 
depth  of  hundreds  of  feet,  forming  the  finest  kind  of  soil  for  agricultural 
purposes.  This  change  from  the  summer  to  the  winter  monsoon  is  not  alto- 
gether good,  for  it  gives  rise  to  fierce  and  disastrous  storms  off  the  coast  of 
China  called  typhoons,  which  makes  the  navigation  off  the  southeast  coast 
exceptionally  dangerous.  At  this  point  the  teacher,  if  working  with  the 
upper  grades,  should  take  up  the  subject  of  the  monsoon  and  see  to  it  that 
her  children  have  a  clear  understanding  of  the  forces  involved  in  producing 
this  change  in  the  direction  of  the  prevailing  winds.  In  Tarr  and  McMur- 
ry's  Complete  geography,  p.  229-231,  or  in  any  good  physical  geography, 
the  teacher  will  find  a  good  explanation  of  this  subject. 

The  points  in  the  explanation  which  should  be  clearly  presented  are  : 

1.  That  the  land  gets  warm  and  cools  off  quicker  than  the  water. 
Show  this  by  a  simple  experiment.  Take  a  pan  of  sand  and  one  of  water. 
Take  the  temperature  of  each  at  a  given  time.  Put  both  on  a  hot  stove. 
Record  the  temperature  of  each  at  intervals  for  fifteen  minutes.  Take  both 
pans  off  the  stove  and  set  together  in  a  cool  place.  Continue  recording  the 
temperature  of  each  every  few  minutes  until  one  has  reached  the  starting 
point.  Examine  the  records  and  the  conclusion  will  be  obvious  that  the 
land  gets  warm  and  cools  off  more  quickly  than  the  water. 

2.  That  the  land,  when  it  becomes  warm,  warms  the  air  above  it, 
which  expands  and  grows  light ;  but  the  air  over  the  water  remains  com- 
paratively cool,  thus  the  equilibrium  of  the  air  is  disturbed  and  a  flow  of 
cool  air  inland  results. 

37 


3-  That  the  larger  the  continent  the  greater  will  be  the  difference  in 
temperature  between  itself  and  the  surrounding  water,  hence  the  greater  the 
force  of  the  air  flow. 

4.  That  in  the  monsoon  regions  of  Asia,  during  the  winter  the  heavy 
air  over  the  cold  land  presses  outward  beneath  the  warmer  air  of  the  ocean. 
The  consequence  is,  a  prevailing  dry,  cold  wind  blows  from  the  land  toward 
the  sea.  In  the  summer  the  land  becomes  heated,  the  cool  air  from  the 
water  flows  in  bringing  with  it  moisture,  which  being  precipitated  on  the 
slopes  gives  southeastern  Asia  her  rainy  season. 

For  further  experiments  to  be  given  in  connection  with  air  movements, 
and  also  for  many  helpful  suggestions  in  the  treatment  of  this  phj^sio- 
graphical  aspect  see  Miss  Effle  B.  McFadden's  article,  "The  special  method 
of  physical  geography,"  in  Bulletin  No.  2,  chap.  V. 

Facts  to  be  remembered  : 

1 .  That  the  rich  soil  of  the  plains  of  China  is  due  in  part  to  the  sediment 
deposited  by  the  overflow  of  the  rivers  and  in  part  to  the  fertile  ' '  loess, ' '  or 
dust  blown  in  b}^  the  winter  winds. 

2.  That  the  Hoang-ho  overflows  its  banks  because,  unlike  the  Yaug-tse- 
kiang,  it  lacks  (i)  many  tributaries,  (2)  a  fringe  of  lakes  to  divert  its 
waters,  (3)  it  has  a  more  abrupt  descent  into  its  plain. 

3.  That  the  fact  that  China  lies  in  the  region  of  the  monsoon  explains 
why  she  has  (i)  a  warm,  moist  summer,  (2)  a  dry,  cold  winter,  (3)  de- 
structive typhoons  off  the  southeastern  coast. 

4.  That  the  population  of  China  has  crowded  into  the  plains,  ( i )  because 
of  the  fertility  of  the  soil,  (2)  because  of  the  adequac}^  of  the  rainfall  of  the 
region,  (3)  because  of  its  temperate  and  healthful  climate. 


38 


Best  Books  for  Supplementary  Reading  on  China. 

*  Procure  these  first : 

Adams,  Cyrus  C.     An  elementary  commercial  geography.      1902.     Apple- 
ton.     $1.10. 

The  author  has  attempted  to  give  a  view  of  the  world  in  its  relation 
to  man  as  a  producer  and  a  trader.  In  my  judgment  the  best  book 
of  the  kind  published.     Every  teacher  at  least  should  have  a  copy. 

Grade  8  and  teacher. 

Adams,  Cyrus  C.     A  text  book  of  commercial  geography.      1902.     Apple- 
ton.     $1.30. 

An  excellent  hand-book  for  teacher  on  the  commercial  aspect  of  the 
several  nations  of  the  world.  Best  brief  treatment  of  the  kind  pub- 
lished. For  teacher. 

*  Andrews,  Jane.     The  seven  little  sisters.     1899.     Ginn.     50  c, 

A  classic  of  its  kind.    Should  be  in  every  library.     Grades  3,  4,  5. 

*  Andrews,  Jane.     Each  and  all.     1893.     Ginn.     50  c. 

Deserves  a  place  in  every  school  library.  Grades  3,  4,  5. 

Atherton,  Edward.  The  adventures  of  Marco  Polo.  1902.  Appleton.  65  c. 
His  journey  to  China,  and  his  life  in  the  empire.  The  sights  and 
scenes  which  he  saw  during  his  sojourn.     Carefully  edited. 

Grades  6,  7,  8. 

Ball,  J.  Dyer.     Things  Chinese.     Scribner.     $5.00. 

Information  regarding  China  arranged  in  encyclopaedic  form.  Au- 
thentic.    Good  for  reference  purposes. 

Ballou,  Maturin  M.     Footprints  of  travel.     1896.     Ginn.     60  c.. 

An  interesting  account  of  the  customs,  characteristics,  and  peculiari- 
ties of  the  Chinese  people.  Grades  7,  8. 

Beal,  E.  A.     Information  reader.     Boston  School  Supply  Co.     60  c. 

Much  valuable  information  in  this  series  of  four  books,  ' '  Foods  and 
beverages,"  "Everyday  occupations,"  "Man  and  materials,"  and 
"Modern  industries  and  commerce."  Grades  6,  7,  8. 

Bryson,  Mrs.  M.  I.     Home  life  in  China.     Am.  Tract  Soc.     $1.00. 

Interesting  description  of  customs  and  ways  of  the  people.  Writer 
shows  that  she  has  an  intimate  acquaintance  with  the  Chinese  family. 

Grades  6,  7,  8. 

*  Butterworth,  Hezekiah.    Traveller  tales  of  China,   [c.  1901.]  Estes.  $1.50. 

A  collection  of  interesting  stories,  well  illustrated,  which  treat  of 
characteristic  traits  of  the  Chinese  people.  Grades  6,  7,  8. 

*  Carpenter,  Frank  G.     Asia.     [Geographical  reader.]  [c.   1897.]     Am.  Bk. 

Co.     60  c. 

A  trip  through  Japan,  China,  India,  and  Turkey,  describing  the  life 
of  the  people,  the  government,  and  the  educational  systems  of  the 
countries.  The  most  satisfactory  series  of  geography  readers  yet 
published.     Well  illustrated.  Grades  5,  6,  7. 

39 


Chase,  A.,  and  Clow,  E.  Stories  of  industry,  [c.  1891.]  Ed.  Pub.  Co.  40c. 
Stories  of  various  industries  written  for  children.  Among  them  the 
story  of  silk  in  vol.  II.  Grades  5,  6,  7. 

*  Chamberlain,  J.  F.     How  we  are  fed.      1903.     Macmillan.     40  c. 

Excellent  description  of  the  foods  which  we  commonly  eat. 

Grades  5,  6,  7. 
Clifford,  H.  W.     The  information    reader,    No.  II.      1900.     Boston  School 
Supply  Co.     60  c. 

Popular  accounts  of  everyday  occupations.     Several  chapters  on  silk. 

Grades  6,  7,  8. 
Colquohoun,  Ethel.     Two  on  their  travels.      1902.     Barnes.     $2.50. 

Entertaining  sketches  of  people  the  writer  met  on  a  journey  through 
the  Malay  region,  Java,  Borneo,  Philippines,  Japan,  Korea,  and  the 
Amur.     Much  interesting  material.  Well  illustrated.    Grades  7,  8, 

^  Companion  Series.     By  land  and  sea.      1901.     Perry  Mason.     50  c. 

Several  good  articles  describing  scenes  on  the  streets  and  in  the  homes 
of  China.  Grades  6,  7,  8. 

*  Companion  vSeries.     The  wide  world.      1902.     Ginn.     25  c. 

Graphic  pictures  of  ways  of  living  in  different  parts  of  the  world, 
presented  in  a  brief  but  pleasing  way.  Treats  of  China,  Japan, 
Egypt,  Italy,  Russia,  Mexico,  and  Alaska.  Grades  5,  6. 

Cornaby,  W.  A.  A  string  of  Chinese  peach-stones.  1895.  Kelly,  London. 
A  great  deal  of  valuable  and  interesting  material,  but  too  diffuse  to  be 
of  value  except  to  the  teacher. 

Del  Mar,  Walter.     Around  the  world  through  Japan.     1902,     Macmillan. 
$3.00. 

A  very  readable  book,  full  of  interesting  information.  Treats  of 
Ceylon,  Java,  Malay  region,  Japan,  Hawaii,  California,  United  States, 
with  six  chapters  on  China.  Grade  8  and  teacher. 

Eyster,  Mrs.  Nellie  B.     A  Chinese  Quaker.     (Fiction.)     Revell.     $1.50. 

All  the  principal  characters  and  extraordinary  events  are  real.  The 
scene  is  laid  in  or  near  San  Francisco,  but  shifts  back  and  forth  be- 
tween America  and  China. 

*  Fielde,  Adele  M.     A  corner  of  Cathay.     1894.     Macmillan.     $2.40. 

An  excellent  account  of  the  customs,  habits,  and  traits  of  the  Chi- 
nese by  a  writer  who  lived  among  these  people  for  many  years. 

Grades  7,  8. 
Ford,  John  D.     An  American  cruiser  in  the  East.      1898.     Barnes.     $2.50. 
Describes  the  manners  and  customs  of  the  Chinese,     Treats  also  of 
Koreans.     Very  good.     Many  illustrations.  Grades  7,  8. 

French,  H.  W.     Our  boys  in  China.      1899.     International  book  and  pub- 
lishing Co. 

Descriptions  of  sights  and  scenes  in  China.  Contains  .some  good  ma- 
terial, but  very  diffuse.  Grades  7,  8. 

=♦=  George,  Marian  M.     Eittle  journeys  to  China  and  Japan,     [c.   1901.]  Flan- 
agan.    50  c. 

An  excellent  book  for  children  of  the  4,  5,  and  6th  grades. 

*  Headland,  Isaac  T.     The  Chinese  boy  and  girl.     [c.   1901.]    Revell.  $1.00. 

The  nur.sery  and  its  rhymes  ;  children  and  child  life  ;  games  played 
by  boys  and  girls  ;  the  toys  they  use  ;  children's  entertainments  ;  and 
the  stories  that  are  told  the  children. 

40 


The  teacher  of  the  primary  grades  can  charm  the  children  and  at 
the  same  time  give  them  valuable  information  about  the  ways  of 
those  of  their  own  age  in  China  by  drawing  on  the  material  given  in 
this  book.  For  teacher. 

*  Headland,  Isaac  T.     Chinese  Mother  Goose  rhymes,     [c.   1900.]     Revell. 

$i-25- 

One  never  realizes  how  near  akin  our  own  babies  are  to  the  babies  of 
China  until  he  has  read  these  rhymes  and  jingles  which  Chinese 
mothers  chant  to  their  children.  Beautifully  illustrated.  Well  worth 
the  getting.  Grades  i,  2,  3  and  older  people. 

*  Holcombe,  Chester.     The  real  Chinaman.      1895.     Dodd.     $2.00. 

One  of  the  best  books  for  both  children  and  teacher  written  on  China. 
Full  of  incidents  which  explain  many  of  the  characteristics  of  the 
Chinese  people.  The  writer  was  for  many  years  secretary  of  the 
American  legation  at  Peking. 

King,  Chas.  F.     The  land  we  live  in.     [Picturesque  geographical  readers, 
Bk.  IV.]     1894.     Lee.     56  c. 

Treats  of  rice  raising  in  the  United  States.  Grades  6,  7,  8. 

Kirby,   Mary  and  Elizabeth.     Aunt  Martha's  corner  cupboard.     Ed.  Pub. 
Co.     30  c. 

The  story  of  tea,  sugar,  coffee,  salt,  currants,  rice,  and  honey. 

Grades,  5,  6,  7. 

Knox,  T.  W.  The  boy  travellers  :  Japan  and  China.  1902.  Harper.  $2.00. 
Excellent  descriptions  of  the  manners,  customs,  and  characteristics  of 
Chinese  people.     Illustrated.  Grades  6,  7,  8. 

*  Krout,f Mary  H.     Two  girls  in  China,     [c.  1903.]     Am.  Bk.  Co.     45  c. 

Excellent  account  of  the  sights  and  customs  of  China.     Illustrated. 

Grades  4,  5,  6. 

*Eee,  Yan  Phou.  When  I  was  a  boy  in  China,  [c.  1887.]  Lothrop.  60c. 
Excellent  description  of  the  home  life  by  a  native  of  China. 

Grades  6,  7,  8. 

Little,  Mrs.  Archibald.     Intimate  China.      1901.     Lippincott.     $2.00. 

An  interesting  account  of  China  and  the  Chinese  by  a  writer  who 
lived  among  the  people  many  years.     Well  illu:  trated. 

Grades  7,  8,  and  teacher. 

Little,    Mrs.    Archibald.     The  land  of  the  blue  gown.     [1902.]     T.  Fisher 
Unwin,  London. 

The  picturesque  features  and  the  mediaeval  usages  of  the  Chinese 
portrayed.  A  wealth  of  good  material  illustrated  by  beautiful  pic- 
tures. Grades  7,  8,  and  teacher. 

Loti,  Pierre.     The  last  days  of  Peking.      1902.     Little.     $1.75. 

A  vivid  picture  of  the  writer's  experience  in  China.     Illustrated. 

Grades  7,  8. 

Lyde,  L.  W.     A  geography  of  Asia.      1900.     Black,  London,      i  shilling. 

A  succinct  statement  of  the  most  important  facts,  industrial,  physical, 
and  structural,  of  the  continent  of  Asia.  An  excellent  hand-book  for 
the  teacher. 

Martin,  W.  A.  P.     A  cycle  of  Cathay.      1900.     Revell.     $2.00. 

Political  life  and  the  course  of  Chinese  diplomacy  predominates.  Not 
as  useful  to  the  geography  teacher  as  many  less  expensive. 

41 


Martin,  W.  A.  p.     The  lore  of  Catha3^      1901.     Revell.     $2.50. 

The  author  has  set  himself  the  task  of  picturing  the  intellectual  life 
of  the  Chinese  people.  It  is  a  scholarly  work,  valuable  to  the  teacher 
as  a  reference  book,  but  entirel}'  bej'ond  the  comprehension  of  the 
children. 

*  Miller,  Olive  T.     Little  people  of  Asia.      1899.     Button.     $2.50. 

Tells  of  the  games,  customs,  dresses,  etc.,  of  the  babies  of  Turkey, 
Syria,  Persia,  India,  Siam,  China,  and  Japan.  Excellent  book  for 
the  geography  teacher.  Grades  5,  6. 

*  Miln,  lyouise  J.     Little  folk  of  many  lands.     1902,     Scribner.     $4.00. 

A  delightfully  written  book  about  the  children  of  many  countries. 
A  chapter  on  the  children  of  China.     Illustrated.       Grades  5,  6,  7. 

*  Morris,  Charles.     Historical  tales  :  Japan  and  China.      1898.     Lippincott. 
$1.00. 

Some  very  interesting  stories  pertaining  to  the  history  of  China. 
Told  for  the  children.  Grades  7,  8. 

Morse,  Edward  S.     Glimpses  of  China  and  Chinese  homes.      1902.     Little. 
$1.50. 

Describes  in  an  interesting  manner  the  Chinese  home,  dinner,  theater, 
prison,  temples,  and  mansions.     Illustrated.  Grades  6,  7,  8. 

*  Miller,  Mary.     The  story  of  Wretched  Flea,  a  little  Chinese  bo)^     Flana- 
gan.    35  c. 

How  Flea  got  his  name  —  his  games — the  choosing  of  his  wife  — 
stories  told  him  by  his  mother  —  experiences  at  school  —  on  the  tea 
farm  —  and  the  taking  of  his  degrees,  all  told  in  a  simple  yet  inter- 
esting way.  Grades  2,  3,  4. 

Palmer,  Bertha.     Stories  from  the  classic  literature  of  many  nations.      1898. 
Macmillan.     $1.25. 

Some  good  stories  from  Chinese  literature. 

Parsons,  Wm.  B.     An  American  engineer  in   China,     [c.  1900.]     McClure. 

$1-50. 

A  valuable  little  book  especially  for  the  teacher,  though  children  of 
grades  7  and  8  can  read  several  chapters  with  understanding.  It 
presents  China  and  the  Chinese  from  the  standpoint  of  industrial  de- 
velopment. 

Phillips,  E.  C.  Peeps  into  China.  [The  world  in  pictures.]  Cassell.  75  c. 
Written  for  children.  Describes  the  country  and  the  customs  of  the 
people.     Illustrated.  Grades  5,  6,  7. 

*  Pratt,  Mara  L.     Stories  of  China.     [Peoples  and    places    here    and    there 
vol.  IV.]  [c.  1892.]     Ed.  Pub.  Co.     Cloth  60c. 

Excellent  for  lower  grade  children.  Chinese  history ;  Tae-Ping  re- 
bellion ;  farming  ;  fishing  ;  customs  ;  schools  ;  great  wall. 

Grades,  4,  5,  6. 

Richards,  Laura  E.  Chop-Chin  and  the  golden  dragon,  [c.  1899.]  Little.  50c. 
A  pretty  story  for  the  little  folks,  of  the  little  son  of  the  court  sweeper 
who  saved  his  father  from  the  wrath  of  a  cruel  emperor. 

Grades  2,  3,  4. 

Rupert,  Wm.  R.     A  geographical  reader,     [c.  1894.]     Leach.     65  c. 

Some  interesting  facts  about  China  and  the  Chinese.      Grades  7,  8. 

42 


Scidmore,  Eliza  R.     China:  the  long-lived  empire.     Century.     $2,50. 

A  collection  of  valuable  and  entertaining  articles.  Grades  7,  8. 

Shaw,  Edward  R.     Big  people  and  little  people  of  other  lands,     [c,  1900.] 
Am.  Bk.  Co.     50c, 

A  chapter  on  China.     Told  in  simple  language.     Illustrated. 

Grades  2,  3,  4. 

*  Smith,  A.  H.     Chinese  characteristics,     [c.  1894.]     Revell.     $2.00. 

A  very  carefully  written  account  of  the  traits  of  the  Chinese.  Gives 
a  great  many  concrete  details  of  their  manners  and  customs,  and 
their  ideals  —  social  and  political.  Generally  recognized  by  writers 
on  China  as  the  best  character  sketch  of  the   Chinese  yet  written. 

Can  be  read  by  8th  grade. 

Smith,  A.  H.     Village  life  in  China,     [c.  1899.]     Revell.     $2.00 

A  valuable  and  authoritative  treatment.  Of  great  interest  because  of 
its  many  concrete  incidents.  Grades  7,  8,  and  teacher. 

*  Smith,  Mary  Cate.    Life  in  Asia.     [World  and  its  people,  Bk.  VI.]    1900. 

Silver.     60  c. 

Several  interesting  chapters  on  China  and  its  people.  Treats  of  other 
regions  of  Asia.  Simple,  readable  style.  Should  be  in  every  school 
library.  Grades  6,  7,  8. 

Starr,    Frederick.       Strange   peoples.     [Ethno-geographic    reader.    No.  i.] 
1901.     Heath.     40c. 

Description  of  the  habits,  customs,  and  characteristics  of  the  people 
of  many  lands.     Illustrated.  Grades  5,  6,  7. 

Stoddard,  John  L.     Lectures,  vol.  III.     [c.  1897.]     Shuman. 

Valuable  for  the  fine  pictures.  The  descriptive  part  is  interesting  and 
instructive.  The  set  of  twelve  volumes  is  well  worth  the  price  to  any 
well  furnished  librar}-.  Grades  7,  8. 

Tarr,  R.  S.  and  McMurry,  F.  M.     A    complete  geography.     1902.     Mac- 
millan.     $1.00. 

Principal  facts  given,  but  relatively  not  much  reading.  Good  maps 
and  pictures.  For  teacher. 

Trotter,  Spencer.     Geography  of  commerce.      1903.     Macmillan.     $1.10. 

An  excellent  reference  book  for  the  teacher.  Packed  full  of  up  to 
date  information  of  an  industrial  character. 

=*=  Van  Bergen,  R.     The  story  of  China,     [c.    1901.]     Am.  Bk.  Co.    60  c, 

A  book  written  for  young  people,  but  the  information  it  contains  is 
interesting  to  older  people  as  well.  The  only  book  I  know  which 
gives  a  clear  statement  which  children  can  understand  of  British  and 
Russian  contentions  in  China.  Grades  6,  7,  8. 

Wilson,  J.  H.     China ;  or  Travels  and  adventures  in  the  "Middle  Kingdom." 
1901.     Appleton.     $1.75. 

A  stud}'  of  its  civilization  and  possibilities,  together  with  an  account 
of  the  Boxer  war,  the  relief  of  the  legations,  and  the  re-establishment 
of  peace.  Valuable  information  for  the  teacher,  but  not  interesting 
to  children. 


43 


West  Coast  Printing  Company   r-l'^^^pD  921  Broadway,  Oakland,  Cal. 


A    TEACHERS'    HANDBOOK 


I  N 


GEOGRAPHY 


PART  I 

NORTH    AND   SOUTH    AMERICA 


BY 

WALTER  J.  KENYON 

SUPERVISOR   OF  GEOGRAPHY 
STATE   NORMAL    SCHOOL,    SAN    FRANCISCO 


SAN  FRANCISCO 

C.   A.    MURDOCK  &  CO.,   PRINTERS 
1905 


Co  in' RIGHT,    1905 

BV 

Walter  J.  Kenyon 


CONTEXTS. 


Mass  ]\Iap  of  North  America Frontispiece 

PAGE 

The  Text-Book  and  the  Teacher 5 

The  World's  Characteristic  Areas 8 

Course  of  Study  by  Regions 10 

Course  in  Formal  Geography  : 

FIRST  course 13 

second  course 24 

third  course 31 

THE    CO  XT  IX  EXT    OF   SOUTH   AMERICA. 

Books  Cited  in  the  Readings  on  South  America 40 

Mass  ^NIap  of  South  America 42 

Physical  South  America: 

structure .  43 

climate 45 

Formal  Geography  of  South  America 50 

The  Peoples  of  South  America 51 

Descriptive  South  America: 

note  on  method 53 

AMAZON     region 53 

BRAZILIAN    HIGHLANDS 56 

northern   SOL'TH    AMERICA 57 

LA  PLATA  REGION 59 

PATAGONIA    AND    "  THE    LAND    OF    FIRE  "..... 60 

THE   HIGH   ANDES 61 

THE    WEST    SLOPE 62 


CONTEXTS. 


THE    COXTIXEXT    OF   XORTH    AMERICA. 

PAGE 

Books  Cited  in  the  Readings  ox  Xorth  America 64 

Physical  North  America  : 

structure    6/ 

climate 72 

Formal  Geography  of  North  America 78 

The  Peoples  of  North  America 78 

Descriptive  North  America  : 

the  SPANISH   south 8o 

arctic     AMERICA 84 

THE  WEST  INDIES 87 

ALASKA      90 

the  canadian  provinces 92 

the  united  states 94 

new  england  states 95 

middle  atlantic  seaboard 99 

the  appalachian  region loi 

the  cotton  belt io4 

the  prairie  region io7 

the  great  lake  region ho 

the  grazing  region 112 

the  plateau  region 1 14 

the  pacific  region • ii8 

General  Text-P>ook  Review  of  the  United  States 124 


THE  TEXT-BOOK  AND  THE  TEACHER. 


THE  real  problem  in  our  geography  teaching  is  now,  as  it  always  has 
been,  ho\Y  to  incorporate  the  text-book  in  our  scheme  so  that  it 
shall  prove  a  helpful  factor  rather  than  a  limitation  and  a  handicap.  The 
liotion  is  happily  obsolete  that  a  teacher  plus  a  text-book  constitute  the  condi- 
tions for  a  geography  course.  Every  teacher  nowadays  appreciates,  to  her 
sorrow,  the  abysmal  hiatus  between  the  text-book  in  geography  and  the 
specific  needs  of  the  geography  lesson. 

The  radical  expedient  of  dispensing  altogether  with  the  text-book  is 
sometimes  attempted,  under  especially  favorable  conditions  such  as  obtain 
in  some  normal  schools  and  colleges.  But  none  of  these  departures  has 
ever  proved  itself  adequate,  to  the  satisfaction  of  schoolmen  at  large,  in  the 
matters  of  scope  and  continuity.  We  are  learning  to  regard  coldly  the 
sporadic  schemes  whose  application  calls  for  special  conditions,  among  the 
latter  being  an  ideal  teacher,  an  ideal  pupil,  and  a  made-to-order  environ- 
ment. Those  whose  vocation  lies  in  the  shaping  of  material  for  teaching 
cannot  realize  too  keenly  that  their  real  audience  must  for  all  time  be  the 
average  teacher,  toiling  in  average  surroundings.  Laying  theories  aside  and 
addressing  ourselves  to  the  actual  conditions,  we  find  a  vast  herd  of  teachers 
doing  what  little  they' can  for  a  vaster  herd  of  pupils,  under  circumstances 
which,  in  the  cities  at  least,  could  not  readily  be  worse.  And  the  future 
holds  forth  no  promise  that  this  herding  aspect  will  be  materially  modified. 
In  the  light  of  these  things  the  much  abused  text-book,  be  its  failings  what 
they  may,  is  an  indispensable  boon  to  the  grade  teacher,  and  might  well 
prove  a  safeguard  in  the  experimentation  higher  up. 

The  limitations  of  the  text-book  are  defined  in  its  name — test:  something 
to  be  elaborated,  developed,  worked  out.  The  material  included  is  a  geogra- 
phy course  in  a  potential  sense  only.  Every  text-book  author  is  mindful  of 
this  limitation  of  his  work.  And  he  devotes  certain  captions,  chapters,  or 
appendices  to  the  outlining  of  collateral  material  which  he  hopes  will  be 
utilized  by  the  user  of  the  text.  The  author  thus  makes  a  definite  requisi- 
tion for  a  collaborator  whose  duty  it  shall  be  to  develop  the  text  into  material 
suitable  for  lesson-giving. 

By  general  consent  this  task  of  collaboration  has  heretofore  fallen  to  the 
grade  teacher.  And  it  is  at  this  point,  I  think,  that  we  shall  find  the  funda- 
mental weak  spot  in  our  teaching  of  geography.     This  may  be  said  without 


6  TEACHERS     HANDBOOK     OF    GEOGRAPHY. 

libel  upon  either  the  attainments,  the  industry,  or  the  professional  spirit 
of  the  grade  teacher,  (jrdinarily  she  is  without  the  time,  training-,  or  facili- 
ties for  the  elaboration,  in  any  broad  sense,  of  lesson  material.  We  must 
in  the  long-  run  give  the  grade  teacher  her  due.  In  the  economy  of  teaching 
she  is  not  logically  a  producer,  but  a  distributer.  And  we  must  come  to 
regard  the  distributer  as  a  special  worker,  open  to  all  honor  of  calling 
and  entitled  to  every  labor-saving  device  and  special  help  which  her  guild 
can  bring  to  her  service.  The  day  is  past  when  any  workman  can  profitably 
shape  his  own  tools.  And  having  once  accepted  the  grade  teacher  in  this 
obvious  light,  it  is  evident  that  the  hiatus  between  the  text-book  and  the 
lesson  must  be  bridged  by  a  third  party.  It  is  in  this  conception  that  the 
present  scheme  ni  geography  finds  its  reason  for  being. 

Formal,  Descriptive,  and  Physical  Geography. 

As  the  appended  scheme  is  meant  as  an  aid  to  the  teacher  in  the  use  of  the 
state  text-books  in  geography,  it  aims  to  meet  these  texts  in  content,  but  not 
necessarily  in  arrangement.  And  to  remedy  certain  changes  in  the  sequence 
of  topics,  each  one  is  referred  by  page  to  the  corresponding  topic  in  each  of 
the  text-books. 

Formal  geography. 

To  the  usual  heads  of  physical  and  descriptive  geography,  a  third  caption, 
formal  geography,  has  been  added.  As  this  is  either  an  innovation  or  a 
retrogression,  according  to  one's  viewpoint,  a  word  of  explanation  is  needed. 
The  practice  in  the  later  text-books  is  to  minimize,  or  even  to  omit,  the 
"  map  exercises  "'  which  formed  a  feature  of  the  old-time  text-books.  In 
their  stead  a  few  map  questions  are  scattered  here  and  there  through  the 
descriptive  text,  in  a  purel\'  incidental  relation.  And  there  ai)pears  to  have 
been  no  particular  basis  for  the  selection  and  arrangement  of  these  ques- 
tions. If  they  were  segregated  into  a  list  by  themselves,  that  list  would  be 
seen  to  fall  short  of  including  the  essentials  of  formal  geography,  and  it 
would,  on  the  other  hand,  include  some  material  which  is  distinctly  unessen- 
tial. The  authors  therefore  have  evidently  aimed  to  be  inspirational  and 
suggestive,  rather  than  systematic  and  inclusive.  These  map  (|uestions  which 
they  intersperse  through  the  descriptive  text  are,  furthermore,  not  jnu-cly 
search  questions,  but  thought,  or  inference,  questions  as  well,  thus  combining 
formal  and  cultural  qualities  (T/f/r  T.  &  Mc.M.,  Home  (ieog..  ]).  199;  Red- 
way  &  Hinman.  Adv.,  p.  108). 

All  this  is  agreeable  to  the  ])s\cbologic  law  nf  association,  whereby  new 
facts  are  taught  as  the  ])U])il  cmrently  has  need  of  them.  Sa\s  hVye,  for 
example  (p.  90,  Adv.  ( ieog. )  :  '"  The  best  time  to  fix  in  memory  the  location 
of  a  place  is  7i'hcn  Icaniiiig  some  imporiaut  or  interesting  faet  about  if.  The 
mind  is  then  active  toward  the  particular  ])lace,  and  can  therefore  memorize 


THE    TEXT-BOOK    AND    THE    TEACHER.  7 

with  less  effort.  For  this  reason  teachers  should  train  pupils  to  the  habit 
of  looking  up  the  location  of  each  city,  state,  country,  or  natural  feature 
as  its  name  occurs  in  the  text."  It  can  be  argued  on  the  contrary,  however, 
that  the  pupil  most  economically  acquires  his  formal  facts  through  the 
exercise  of  an  undivided  attention.  And  this  idea  certainly  underlies  all  of 
our  drill  work,  whether  in  spelling,  arithmetic,  geography,  or  penmanship. 

We  may,  however,  evade  this  slippery  psychological  debate,  since  a  segre- 
gated formal  geography  course  finds  its  justification  in  purely  empirical 
reasons.  However  seductive  the  correlationist  finds  his  theory,  it  does  not 
stand  the  test  of  actual  teaching.  The  graduates  of  our  public  schools 
notoriously  and  universally  do  not  know  their  formal  geography.  If  the 
college  or  normal  school  desires  that  its  freshman  shall  know  the  location 
of  Chicago  or  Paris  on  the  map.  the  fact  must  be  taught  then  and  there, 
as  if  planted  in  virgin  soil.  This  particular  deficicnc}-  can  be  referred  directly 
to  the  later  methods  of  geography  teaching,  wherein  the  locative  work  has 
been  made  incidental  to  the  descriptive.  In  teaching,  as  elsewhere,  the 
incidental  things  are  inevitably  "  lost  in  the  shuffle."  Every  superintendent 
knows  that  if  a  subject  or  a  phase  of  a  subject  is  to  be  taught  in  a  test-proof 
manner,  it  must  be  definitely  prescribed,  and  given  an  inviolable  place  on  the 
program.  The  question  is  therefore  not  so  much  psychological  as  executive ; 
and  the  segregated  drill  in  formal  geography  is  amply  justified  on  this 
ground. 

In  addition,  however,  to  the  separate  course,  it  will  be  noted  that  the  study 
of  each  region  is  immediately  prefaced  by  the  special  formal  geography  of 
that  region ;  and  this  special  formal  geography  serves  as  a  review  of  the 
separate  course. 

Descriptive  gcographv. 

In  the  appended  treatment  of  descriptive  geography  two  points  are  worthy 
of  special  remark.  One  is  the  complete  abandonment  of  the  "  political "'  area 
as  a  vuiit  of  study,  and  the  substitution  of  the  "  characteristic  "  area  for  it. 
Physiographers  have  employed  this  distinguishing  term  for  the  past  twenty 
years,  and  it  is  now  proving  useful  in  the  field  of  descriptive  geography. 

The  older  texts  divided  the  earth's  surface  into  its  political  areas,  and  the 
study  proceeded  upon  this  basis,  regardless  of  whether  the  arbitrary  political 
boundaries  carried  with  them  any  significance  worth  while.  The  later  texts 
disavow  this  method  in  theory,  but  utilize  it  in  practice.  For  example, 
Brazil  is  a  political  area ;  but  examined  as  a  unit  for  study  it  proves  to  be  an 
unwieldy  group  of  regions  which  cannot  with  profit  be  studied  together. 
The  Brazilian  plateau  and  the  Amazon  selvas  have  nothing  in  common 
except  their  political  aspect,  which  is  of  a  minor  import.  In  topography, 
climate,  inhabitants,  life  forms,  and  products  they  dift'er  so  widely  as  to  make 
it  impracticable  to  group  them  under  one  study  head.  On  the  other  hand, 
we  find  the  selvas  not  included  in  Brazil  alone,  but  in  Bolivia,  Peru,  Ecuador, 


8  TEACHERS'   HANDBOOK    OF    GEOGRAPHY. 

Colombia,  and  Venezuela  as  well.  To  study  the  selvas.  then,  by  the  method 
of  the  political  area,  we  should  have  to  make  six  fragmentary  approaches 
to  the  subject,  under  the  above  captions.  But  now,  if  our  unit  of  study  is 
the  characteristic  area,  we  treat  the  selvas  as  one  great  homogeneous  region, 
irrespective  of  political  boundaries ;  while  the  Brazilian  highlands  receive  a 
separate  treatment  as  another  such  unit. 

The  value  of  this  distinction  can  be  tested  in  any  part  of  the  earth's  surface. 
British  America,  for  example,  is  a  political  area.  But  as  a  unit  of  study  it 
proves  hopelessly  complex.  The  various  regions  of  southern  Canada  merge 
identically  with  the  corresponding  ones  on  our  side  of  the  border  into  a 
wheat  region,  a  Great  Lake  region,  a  Rocky  ^fountain  region,  and  a  mari- 
time region,  while  farther  north  the  Arctic  provinces,  with  their  Eskimos 
and  icebergs,  call  for  a  wholly  separate  study. 

Similarly  the  political  area,  Egypt,  divides  itself  inevitably  into  two  diverse 
regions,  one  of  which  is  the  desert,  integrally  a  portion  of  the  Sahara,  while 
the  other  is  the  Nile  strip,  an  entity  in  itself,  not  logically  to  be  merged  in 
any  of  its  aspects  with  the  other. 

Only  in  Europe  do  the  political  areas  appear  to  coincide  in  any  degree 
with  the  characteristic  areas  and  thus  become  available  as  units  of  study. 
And  this  is  partly  because  in  these  countries  their  social  and  political  aspects 
are  not  only  of  dominating  importance,  but  they  group  themselves,  in  the 
main,  with  the  topography.  Thus  Scandinavia  is  clearly  a  study  unit,  in  any 
and  all  of  its  phases  separate  and  distinct  from  neighboring  areas.  And  this 
is  seen  to  be  equally  true,  so  far  as  elementary  study  is  concerned,  of  Holland, 
the  British  Isles,  the  Iberian  peninsula,  Russia,  and  Switzerland. 

The  appended  plan  for  the  teaching  of  descriptive  geography  is  based 
upon  this  distinction.  The  old  device  of  the  political  area  is  laid  aside  and 
the  division  into  characteristic  areas  is  followed  throughout.  Curiously 
enough  the  world's  surface  divides  itself  into  just  fifty  of  these  areas,  or 
regions : 

Tlic  Jl' or  Id's  Characteristic  Areas. 

Arctic  America.  Spanish  South, 

Alaska,  West  Indies, 

Southern  Canada,  Northern  South  America, 

New  England,  Amazon  Region, 

Middle  Atlantic  Seaboard,  La  Plata  Region, 

Cotton  Belt,  Brazilian  Highlands, 

Appalachian  Region,  Patagonia, 

r;rcat  Lake  Region,  We.^t  Coast  (South  Am.), 

Prairie  Rcginn.  High  .Andes. 

Cirazing  Region.  Nile  Region, 

Plateau  Region,  P.arbary  States, 

I'acific  .^liipe,  Saliara, 


THE    world's    characteristic  AREAS.  9 

Central  Africa,  Scandinavia    (with    Ice- 
South  Africa,  land  and  Denmark), 

Australasia,  Russia  (with  Siberia), 

South  Sea  Isles,  France  (and  Belgium), 

Hawaiian  Islands,  Holland, 

Philippines,  Germany, 

East  Indies,  Austria-Hungary, 

The  Ocean,  Balkan  States, 

China,  Turkey, 

Japan,  •  Greece, 

India,  Italy. 

]\Ioslem  Asia,  Spain  (and  Portugal), 

Palestine,  Switzerland. 
British  Isles, 

It  will  be  seen  at  once  that  some  of  these  areas  are  well  adapted  for  study 
in  the  lower  grades,  while  others  are  better  reserved  for  the  later  ones.  In 
a  general  way  we  may  say  that  the  lower-grade  work  should  present  the 
spectacular,  the  panoramic,  the  w'onder  aspect,  including  the  human  interest 
where  it  is  merely  a  matter  of  gaze  and  not  a  matter  of  reason.  The  third 
and  fourth  grade  geography  is  filled  with  elephants  and  crocodiles,  and 
slaves  who  carry  ivory ;  with  monkeys  and  screaming  parrots ;  with  dikes 
and  windmills,  and  storks  on  the  chirnney ;  wath  people  boring  deep  in  the 
earth  for  treasure,  and  climbing  snowpeaks  for  adventure's  sake;  and  of 
lonely  dog-teams,  scudding  over  endless  Arctic  snows  half-lighted  by  the 
shaking  aurora.  In  the  later  work  this  wonder  aspect  must  yet  retain  a  place, 
but  it  gradually  blends  with  the  more  significant  phases  of  a  human  interest. 
The  "  Sunny  South  "  is  still  sunny,  and  the  darkies  still  sing  on  the  planta- 
tion ;  but  the  relation  of  cotton  to  slavery,  and  to  the  war,  suggests  itself ; 
and  also  on  the  old  battle-fields  a  New  South  is  rising,  because  she  is  build- 
ing her  own  mills  instead  of  paying  high  profits  to  those  beyond  her  borders. 
Unless  the  upper-grade  work  gave  some  sort  of  outlook  upon  these  economic 
aspects,  it  would  be  merely  the  beginnings  over  again ;  merely  an  amplified 
and  highly  colored  Baedecker. 

Viewed  in  this  light,  some  of  the  earth's  areas  seem  especially  adapted  for 
the  beginning  of  the  course  in  descriptive  geography.  The  savage  regions, 
such  as  Central  Africa,  the  Amazon  country,  and  Eskimo  land,  appeal  mainly 
by  their  wonder  aspect.  But  in  France  and  Germany  the  other  extreme  is 
reached,  where  the  spectacular  has  disappeared  and  giv^n  place  to  rather 
more  intimate  social  studies.  And  midway  between  these  contrasts  fall  such 
topics  as  Holland,  Scandinavia,  and  China,  rich  in  both  sorts  of  material. 
Thus,  in  a  very  general  wa}-.  the  earth's  characteristic  areas  strew  themselves 
along  the  course  of  study,  without,  however,  leaving  any  hard-and-fast  lines, 
since  the  upper-grade  work  is  not  a  substitution  for,  but  a  development  of, 
the  other.    The  suggested  sequence  of  topics  is  as  follows : 


lO 


teachers'   handbook   of  geography. 


Course  of  Study  by  Regions 


THIRD    YEAR. 

Arctic  America, 

Spanish  South, 

Sahara  Region, 

Amazon  Region, 

Barbarv  States, 

Xorrhern  South  America. 

China. 

West  Indies, 

Holland, 

Andes  Region, 

South  .Sea  Isles, 

Alaska, 

Central  Africa, 

Patagonia, 

Hawaiian  Islands, 

Japan. 

FOURTH  YEAR. 

Pacific  Region  (U.  S.), 

East  Indies, 

Cotton  Belt  (U.  S.), 

Palestine, 

La  Plata  Region. 

.Scandinavia, 

Brazilian  Highlands, 

Nile  Region, 

Switzerland, 

Grazing  Region  ( U.  S.). 

Turkey  (European). 

West  Coast  (South  Am. ). 

Philippines, 

Australasia, 

Plateau  Region  (U.  S.), 

India. 


FIFTH    YEAR. 

Moslem  Asia, 

Canada  (Southern), 

Spain   (and  Portugal),   i      n^ 

South  .Africa, 

Review  third-year  topics. 

SIXTH  year:  ■ 
Greece, 

Appalachian  Region  (U.  S.), 
The  Ocean, 
Review  fourth-year  topics. 

SEVENTH   YEAR.     , 

Lake  Region  (U.  S.), 

Italy, 

New  England, 

Russia  (with  Siberia), 

Prairie  Region  (U.  S.), 

British  Isles, 

Middle  Atlantic  Seaboard  (U.  S.), 

Review  fifth  and  sixth.-ycar  topics. 

EIGHTH  YEAR. 

Germany, 

Balkan  States, 

France  (and  Belgium), 

Austria-Hungary, 

Review  seventh-year  topics, 

Economic  zones. 

Race  distribution. 


The  Lesson  Units. 

Having  thus  defined  and  approximately  graded  our  areas  for  study,  we 
set  down  for  each  a  group  of  terse  1)ut  descrii)tive  statements  which,  col- 
lectively, seem  to  cf)ver  an  ordinar\-  cultural  knnwU-dge  of  the  region.  These 
statemetits.  borrowing  and  somewhat  adapting  Mc.Murry's  term,  are  called 
lesson  uiiils.     If  tlicsf  units  are  properly  conceived  and  stated,  they  together 


COURSE    OF    STUDY    BY    REGIONS.  II 

constitute  an  epitome,  or  brief,  of  the  essential  description  of  the  region, 
involving  all  the  information  which  is  universal  to  ordinary  culture  and 
excluding  all  that  is  special.  The  lesson  units  of  a  region  may  thus  be  likened 
collectively  to  a  rosebud,  which  contains,  potentially,  all  the  features  of  a 
matured  flower,  and  is  now  to  be  unfolded  to  the  fullness  of  its  conteni. 
For  example,  here  are  the  lesson  units  for  a  descriptive  treatment  of  Xew 
England : 

I.  Here  is  the  land  of  the  Pilgrim  fathers,  and  of  literary  fame.  2.  Xew 
England  has  important  fisheries,  and  Gloucester  is  the  great  fishing  port. 
3.  The  thin-soiled,  rocky  country  altords  poor  farms  but  fine  quarries,  and 
the  Xew  England  lakes  and  sea  clift's  make  famous  summer  resorts.  4.  The 
lumber  of  Elaine  has  built  many  ships.  5.  The  rivers  have  powerful  falls, 
and  manufacturing  cities  have  grown  up.  6.  The  indented  sea-front  affords 
good  harbors,  and  Boston  is  upon  one  of  them.  7.  X'ew  England  has  crops 
of  cranberries,  maple  sugar,  and  ice. 

The  units  of  a  region  once  determined,  each  is  taken  up  in  order  and  made 
the  basis  of  one  or  more  lessons,  according  to  its  scope,  and  according  to 
the  grade  in  which  it  is  taught.  To  this  end  the  teacher  familiarizes  herself 
with  all  the  available  supplementary  reading  that  pertains ;  and  is  thus  not 
only  equipped  in  subject-matter  herself,  but  is  in  a  position  to  economically 
direct  a  copious  reading  on  the  part  of  each  pupil  in  the  class.  In  the 
primary  grades  this  readmg,  of  course,  is  done  almost  entirely  by  the  teacher, 
who  thus  becomes  a  source  of  information,  and  imparts  the  substance  to  her 
class  in  the  form  of  conversational  talks.  In  older  grades,  where  the  pupils 
are  able  to  read  genuinely  descriptive  material,  the  aspect  of  the  lesson 
changes  somewhat.  The  pupils  contribute  substantially  to  the  discourse,  the 
teacher  merely  keeping  the  helm  and  filling  the  gaps. 

Besides  giving  back,  orally,  the  descriptive  material  acquired,  the  pupils 
write  little  topical  accounts,  at  the  close  of  each  unit.  The  teacher  should 
examine  these  writings  and  make  their  errors  in  content  and  language  a 
subject  for  correction  in  the  next  lesson. 

The  Selection  of  Supplementary  Reading. 

It  would  be  quite  without  point  to  enlarge  upon  the  usefulness  of  supple- 
mentary reading  and  go  no  farther.  For  serv'ice  in  the  present  scheme  a 
fund  of  descriptive  readings  has  been  evolved  which  aims  to  exhaust  the 
entire  field  of  available  reading.  Again,  it  would  be  futile  to  mention  merely 
the  names  of  the  books,  for  the  tantalizing  of  busy  grade  teachers.  Instead 
of  this  the  books  have  been  dissected  page  by  page,  and  their  content 
scattered  in  immediate  juxtaposition  to  the  topics  of  which  they  treat.  The 
labor-saving  value  of  this  feature  is  at  once  apparent.  The  teacher  finds, 
under  each  unit  of  each  region,  an  ample  fund  of  readings  for  both  the 
pupils  and  herself.  This  enormous  saving  to  her  of  labor  and  time  makes 
possible  the  practical  application  of  the  supplementary  reading  method  as  it 
has  never  been  possible  before. 


12  TEACHERS      HANDBOOK     OF    GEOGRAPHY. 

In  making  up  the  lists,  three  kinds  of  books  have  received  a  most  careful 
consideration.  The  first  of  tliese  includes  all  that  class  of  books  which  may 
be  called  geography  readers,  whatever  their  titles  may  happen  to  be.  The 
surpassing  value  of  these  books  lies  in  the  fact  that  they  are  readily  divisible 
into  assigned  readings ;  they  offer  a  minimum  of  unessential  matter,  and  what 
is  there  is  easily  eliminated.  Finally,  their  style  of  presentation  is,  in  nearly 
every  case,  cleverly  adapted  to  the  abilities  of  young  readers.  Also  the 
price  is  in  every  case  so  low  that  these  books  may  be  had  by  schools  of  the 
most  limited  means. 

The  second  class  listed  are  those  books  which,  while  closely  pertinent  to 
the  subject,  are  too  mature  in  their  style  for  pupils'  reading;  many  of  them, 
also,  are  not  easily  articulated  into  separate  readings.  \\'herever  possible, 
however,  they  have  been  so  articulated,  in  this  treatment,  for  the  teacher's 
sake,  and  altogether  they  constitute  a  highly  useful  fund  of  teachers'  ref- 
erence. 

It  was  the  original  intention  to  include  a  third  list,  composed  of  juvenile 
books  of  adventure  and  travel.  There  is  a  soft  spot  in  the  adult  heart  for 
these  volumes  of  beloved  memory,  and  we  are  prone  to  concede  them  an 
atmosphere,  local  color,  and  action  which  would  be  highly  enriching  to  the 
study  of  descriptive  geography,  but  which  indeed  these  books  rarely  possess. 
The  characteristic  movement  of  even  the  best  of  them  is  couched  in  an 
inconsequent  form  of  dialogue  (between  Lucy  and  the  governess,  or  between 
Bertie  and  the  guide)  which,  on  examination,  has  the  consistency  only  of 
foam  and  leaves  no  precipitate.  Again,  their  local  color  is  not  often  a 
genuine  local  color,  and  their  data  are  frequently  independent  of  reality. 
Finally,  they  are  quite  incapable  of  division  into  topical  readings,  and  so  are 
debarred,  on  mechanical  grounds,  from  any  systematic  use  in  the  work  of 
teaching.  Their  strong  point  is  the  appeal  they  make  to  the  juvenile  interest. 
These  books  may  be  said  to  afford  a  background  for  the  work  in  descriptiv;' 
geography,  of  which  the  geography  readers  constitute  the  foreground.  On 
the  whole  it  has  been  deemed  best  to  omit  a  list  of  them,  particularly  as  they 
are  comparatively  costly,  and  it  is  desirable  to  make  the  lists  not  too 
formidable  in  the  vision  of  school  treasurers. 

In  general,  the  books  selected  are  low  in  price,  recent  in  date,  and  easy 
of  access.  They  may  be  said,  as  a  whole,  to  be  those  which  every  public 
school  should  include  in  its  working  library. 


FIRST    COURSE     IN     FORMAL    GEOGRAPHY.  1 3 


COURSE  IN  FORMAL  GEOGRAPHY. 

In  our  own  school  this  formal  course  is  begun  in  the  third  school  year, 
and  it  is  ordinarily  finished  before  the  end  of  the  fourth.  Thereafter  we 
recur  to  it  frequently  as  review  material  for  the  upper  grades,  sandwiching 
sections  of  the  formal  course  between  the  studies  of  the  descriptive  course. 

The  Globe  (First  Course). 

1.  Place  a  globe  in  the  hands  of  each  pupil.*  Hold  a  globe  in  your  hand, 
and  passing  your  finger  over  North  America,  pronounce  the  name,  distinctly. 
Also  write  it  on  the  blackboard.  Have  the  children  (a)  point  to  North 
America  as  you  give  the  name,  and  (b)  give  the  name  as  you  point  to  North 
America. 

Repeat  this  with  each  continent  and  ocean. 

Oral  Spelling. 

2.  \\'rite  a  list  of  these  names  learned,  on  the  board.  Have  the  pupils,  in 
turn,  stand,  select  a  word,  face  the  other  way  and  spell  it,  smoothly  and 
without  hesitation. 

Written  Spelling. 

3.  Send  the  pupils  to  the  blackboard  and  have  them  write  the  names 
learned,  one  at  a  time,  at  your  dictation. 

4.  Furnish  each  pupil  with  a  spelling  slip.  Point  to  each  continent  and 
ocean,  in  order,  and  have  pupils  write  the  names  on  their  slips.  In  correct- 
ing these,  afterward,  carefully  note  the  errors  and  make  them  the  subject 
of  a  special  lesson  and  test. 

Concert  Location. 

5.  Point  to  the  continents  and  oceans  on  your  globe,  rapidly  and  at  ran- 
dom, while  the  class,  in  concert,  pronounce  the  respective  names. 

Test. 

6.  Name  a  continent  or  ocean  and  have  a  pupil  come  and  point  it  out  on 
your  globe.  The  rest  of  the  class  watch  critically,  and  correct,  if  need  be. 
Repeat  this  with  all  the  continents  and  oceans,  until  assured  that  each  pupil 
is  certain  of  each  name  and  location. 

Make  this  a  rapid,  bright  exercise. 


*There  is  a  cheap  six-inch  globe,  sold  as  low  as  three  dollars  per  dozen,  and  well  adapted 
for  this  part  of  the  geography  course.  In  our  work  here  at  the  school  we  obliterate  names  and  details 
by  painting  over  the  oceans  and  continents  with  oil  colors.  We  paint  the  continents  maroon  and  the 
oceans  a  whitish  blue. — K. 


14  teachers'   handbook   of   geography. 

Outline  ]^Iap  Test. 

7.  Using  a  list  of  the  continents  and  oceans,  proceed  as  in  the  foot-note."" 

Direction  on  the  Globe. 

8.  We  live  on  North  America.  ]\lark  tlie  spot  with  a  dot  of  chalk  on 
your  globe.     Have  the  pupils  do  so  on  theirs. 

"  Draw  your  finger  castzvard  on  your  globe."'  Suit  action  to  word  and 
have  the  children  follow.    Also — 

"  Draw  your  finger  tccstward." 

"  Draw  your  finger  iiortliward  and  locate  the  North  Pole." 

•"  Draw  your  finger  soutlmmrd  and  locate  the  South  Pole." 

"  What  ocean  is  east  of  North  America  ?  " 

"  What  ocean  west  ?  " 

"  What  ocean  east  of  South  America  ?  " 

"What  ocean  west?" 

"  What  ocean  north  of  North  America  ?  " 

"  What  ocean  south  of  South  America?  " 

Use  a  corresponding  formula  for  each  continent,  firmly  establishing  the 
idea  of  cardinal  points. 

Review. 

g.  Review  ;^  8  by  reversing  llic  (jucstion,  viz.: 
"  What  continents  west  of  the  Atlantic  Ocean  ?  " 
"  What  continents  east? ""  etc. 
Use  a  similar  formula  with  each  ocean. 

Oral  Test.f 

10.  Pupils  read  these  sentences  from  the  blackboard,  supplying  the  miss- 
ing word. 

1.  The  Pacific  Ocean   is of   North   America. 

2.  The  Pacific  Ocean  is  of  South  America. 

3.  The  Atlantic  Ocean  is of  North  .America. 

4.  The  Atlantic  Ocean  is  of  South  America. 

5.  The  Arctic  Ocean  is of  North   America. 

6.  The  Arctic  ( )cean  is  of  Asia. 

7.  The  Arctic  Ocean  is of  Euro]K\ 

'Outline  Maps — ThrouRlioiit  this  course  a  frc<iu<.-iU  vise  is  made  of  outline  maps.  The  pupil 
may  easily  provide  these  for  himself  by  laying  a  sheet  of  transparent  paper  over  the  text-book 
inap  and  tracing  the  coast-lines  and  other  features  as  may  be  required  at  the  time.  We  arc  using 
for  this  purpose  a  paper  calle<l  "onion  weave."  It  is  transparent,  yet  takes  ink.  We  buy  a  ream, 
17x22,  anrl  have  it  cut  twice.  This  gives  us  four  reams  8V4xii,  at  a  cost  of  $1.25,  or  about  thirteen 
sheets  for  a  cent. 

The  pui)ils  having  thus  made  their  tracings,  the  teacher  prints  on  the  blackboard  a  list  of 
the  geographical  names  occurring  in  the  lesson.  The  pupils  copy  these  names  into  their  appropriate 
places  on  their  outline  maps.     Tlie  teacher's  printing  must  ;ifford  the  pupil   .-i  model  of  neat  lettering. 

'J"he  pujiil  is  to  l)c  taught  to  use  at  least  two  sizes  of  printing— a  large  size  for  great  areas, 
such  as  oceans  or  continents,  and  a  smaller  size  for  cities.  Jn  marking  a  city  he  puts  a  dot,  also,  to 
show  the  exact   location. 

tWhen  the  pupil  shows  uncertainty,  drr- not  supply  the  word  to  him,  but  refresh  the  idea 
hy  presenting  the  gloi)e.  Remember  that  your  whole  jun  pose  now  is  the  visualizing  of  the  map,  not 
merely  the   acquiring  of   word    fnrmvilas. 


FIRST    COURSE    IN     FORMAL    GEOGRAPHY. 


9- 

20. 
21. 
22. 


The 
The 
The 
The 
The 
The 
The 
The 
The 
The 
The 
The 
The 
The 
The 


Antarctic  Ocean  is 
Antarctic  Ocean  is 
Antarctic  Ocean  is 
Pacific  Ocean  is  — 
Pacific  Ocean  is  — 


—  of  South  America. 

—  of  Africa. 
— ■  of  Australia. 

of  Asia. 

of  AustraUa. 

Indian  Ocean  is of  Asia. 

Indian  Ocean  is  of  Africa. 

Indian  Ocean  is  ■ of  Australia. 

Pacific  Ocean  is  of  the  Arctic  Ocean. 

Pacific  Ocean  is  of  the  Antarctic  Ocean. 

Atlantic  Ocean  is of  the  Arctic  Ocean. 

Atlantic  Ocean  is  of  the  Antarctic  Ocean. 

Indian  Ocean  is  •  of  the  Antarctic  Ocean. 

■  is  the  most  northerly  point  of  the  earth. 

• •  is  the  most  southerly  point  of  the  earth. 


Written  Test. 

II.  Pupils  write  these  sentences  from  the  blackboard,  supplying  the  miss- 
ing words. 
I.  - 


—  and 
— ■  and 

—  and 

—  and 


5.  The  continents  of 

Ocean. 

6.  The  continents  of 

Ocean. 

7.  The and 

8.  The ,  - 


are  west  of  the  Atlantic  Ocean, 
are  east  of  the  Atlantic  Ocean, 
are  east  of  the  Pacific  Ocean, 
are  west  of  the  Pacific  Ocean. 

— ,  and  are  south  of  the  Arctic 


and 


are  north  of  the  Antarctic 


Oceans  are  south  of  the  Arctic  Ocean. 

and Oceans  are  north  of  the  Antarctic  Ocean. 


9- 
10. 
II. 
12. 


is  west  of  the  Indian  Ocean. 
is  north  of  the  Indian  Ocean. 


is  southeast  of  the  Indian  Ocean. 

is  south  of  the  Indian  Ocean. 


Outline  Map  Review. 

12.  Repeat  the  map-filling  test  given  in  §  7. 

Add,  at  the  margins,  the  words  North,  South.  East,  and  West  in  their 
appropriate  places. 

The  Hemispheres. 
(Transition  from  globe  to  flat  map.) 

13.  Have   class   open   their  te.xt-books   to  the   map   of   the   hemispheres. 
Distribute  the  globes  also. 

"  Find  the  map  of  the  Western  Hemisphere.     Turn  your  globe  so  that 


1 6  teachers'    handbook   of   geography. 

the  Western  Hemisphere  is  toward  you.  What  continents  are  in  the  West- 
ern Hemisphere?" 

"  Find  the  map  of  the  Eastern  Hemisphere.  Turn  your  globe  so  that 
the  Eastern  Hemisphere  is  toward  you.  What  continents  are  in  the  Eastern 
Hemisphere  ?  What  ocean  is  entirely  in  the  Eastern  Hemisphere  ?  Xame 
the  oceans  that  lie  partly  in  both  hemispheres." 

"  Find  the  North  Pole  on  the  globe.  Find  it  on  the  \\'estern  Hemisphere. 
Find  it  on  the  Eastern  Hemisphere." 

"  Find  the  South  Pole  on  each." 

Reviews. 

14.  Sketch  the  hemispheres,  with  their  continents,  in  outline,  on  the 
blackboard,  but  omit  names.    Use  this  map  in  the  following  group  of  games : 

15.  Point  out  the  continents,  oceans,  and  poles  at  random,  and  have  class 
give  the  respective  names,  in  chorus. 

16.  Call  on  the  pupils,  one  at  a  time,  to  come  up  and  point  out  the  conti- 
nent, ocean,  or  pole  that  you  may  name.  Conduct  this  exercise  in  a  bright, 
snappy  way. 

17.  AUow^  one  pupil  to  stand  at  the  board  and  make  all  the  locations;  but 
should  he  make  an  error,  the  pupil  detecting  it  takes  his  place. 

18.  \\'rite  the  names  of  continents,  oceans,  and  poles  beside  the  map. 
Allow  the  pupils,  one  by  one,  to  step  to  the  board,  point  to  a  name,  pronounce 
it,  and  locate  the  feature  on  the  map.  Conduct  this  exercise  in  a  rapid, 
breezy  manner. 

19.  Call  on  a  single  indi\  idual  to  name  all  the  features  as  you  point  them 
out  on  the  map. 

20.  Sometimes  allow  a  pupil  to  take  your  place  as  pointer.  Insist,  how- 
ever, on  a  briskly  moving  exercise. 

Oral  Spelling  Review. 

21.  Repeat  §  2,  but  include  the  words  East,  West.  North  Pole,  South  Pole. 

22.  Have  a  spelling  bee.  Erase  the  words  from  the  board.  Line  the 
children  up  in  two  rows,  facing  each  other.  These  "  sides  "  may  be  chosen 
by  "  captains,"  but  do  not  let  this  game  element  sacrifice  time.  The  teacher 
now  gives  out  the  words  alternately  to  one  side  and  to  the  other.  A  pupil 
misspelling  his  word  goes  to  his  seat  and  the  word  is  given  to  the  opposing 
side.     The  pupil  finally  remaining  wins  out  for  his  side. 

23.  The  device  in  §  22  may  be  varied  by  having  the  pupil,  on  missing, 
pass  to  the  foot  of  the  line  instead  of  to  his  seat.  In  this  game  have  one 
line  instead  of  two.  The  pupil  at  the  head  of  the  line  wiien  the  lesson  closes 
wins  out. 


FIRST    COURSE     IX     FORMAL    GEOGRAPHY.  1 7 

Written  Spelling  Review. 

24.  Using  the  material  so  far  studied  (continents,  oceans,  cardinal  points), 
apply  §  4-  . 

The  Mercator. 

25.  Have  pupils  turn  to  a  mercator  map  in  the  text-book  (Tarr  and 
McMurry,  Elementary,  p.  137).  Explain  briefly  that  this  is  a  sailor  map. 
It  was  made  originally  by  a  man  who  called  himself  ^Mercator,  with  the 
idea  of  giving  sea-captains  an  easy  map  to  trace  their  voyages  on.  Notice 
that  it  makes  the  northern  lands  too  large.  Compare  the  exaggerated 
arctic  lands  with  those  shown  in  their  true  proportion  on  the  globe. 

26.  With  this  mercator  map  before  the  pupils,  give  a  rapid  oral  review 
of  §§  8  to  10. 

Oral  Review  (using  the  mercator). 

27.  (]\Iodel.)     I.  To  go  from   Xorth  America  to  Europe,   we  sail  

across  the Ocean. 

2.  Xorth  America  to  Asia. 

3.  Xorth  America  to  Africa. 

4.  Xorth  America  to  Australia. 

5.  Xorth  America  to  South  America. 
6-10.  South  America  similarly. 

11-15.  Africa. 

16-20.  Australia. 

21-25.  Asia. 

26-30.  Europe. 

Written  Review  (without  the  map). 

28.  Exercise  §  27,  filled  out  from  blackboard  briefs,  without  the  map. 
Outline  ]vlap  Test. 

29.  Using  a  list  of  continents,  oceans,  and  cardinal  points,  proceed  as  in  ^  7. 

X^ORTH  America  (First  Course). 
]\Iap  Sketching. 

30.  Open  each  day's  lesson  with  a  few  minutes  spent  at  the  blackboard 
by  the  pupils,  in  quickly  outlining  the  continent.  For  this  purpose  let  them 
look  intently,  for  a  moment,  at  a  correctly  draz^ni  outline  of  your  own.  Then 
cover  your  map  and  allow  them  one  minute  in  wliich  to  draw. 

X^ow  display  your  outline  again  for  reference  and  pass  rapidly  about  the 
room,  giving  each  pupil  a  criticism  on  the  most  conspicuous  error  in  his 
sketch.     Refer  him  to  your  own  on  the  point  you  criticize. 

This  map-sketching  must  not  be  allowed  to  encroach  too  much  on  the  rest 
of  the  lesson.    Do  not  let  it  take  more  than  six  minutes. 


1 8  teachers'    handbook   of   geography. 

In  this  work  it  is  of  great  help  to  notice  opposite  points  in  the  coastline. 
For  instance,  Lower  California  extends  both  farther  north  and  farther  south 
than  Florida;  and  Hudson  Bay  is  directly  over  the  Gulf  of  Mexico;  and 
A'ancouver  Island  is  opposite  the  Gulf  of  St.  Lawrence. 

Watch  this  daily  practice  carefully,  striving  to  fix  the  continental  form 
in  the  pupil's  mind  as  clearly  as  arc  the  letters  of  the  alphabet.  Let  the 
pupil  look  at  your  copy  before  he  draws,  but  not  while  he  is  drawing. 

31.  Quicker  and  better  results  are  had  by  the  teacher  drawing  her  model 
outline  while  the  children  watch,  instead  of  presenting  one  already  drawn. 
This  watching  while  you  draw  helps  the  children  very  much.  Of  course,  the 
teacher  must  first  practice  until  she  can  draw  a  good  outline. 

Locations. 

For  the  following  work  the  teacher  is  to  provide  herself  with  either  a  wall 
map  of  the  continent,  or  a  blackboard  mass  map,  for  which  Fig.  i  may  be 
used  as  a  model. 

32.  Each  pupil,  having  the  text-book  map  of  North  America  before  him, 
let  him  find  the  eight  natural  features  given  below,  as  you  name  them.  The 
pupil  first  locating  the  feature  may  pass  to  the  wall  map  and  locate  it  there. 
These  locative  lessons  must  be  conducted  with  vim  and  snap.  Do  not  let 
the  searching  of  the  map  cost  too  much  time.  If  needful,  give  a  clue  to  the 
whereabouts  of  the  feature. 

Natural  Features. 

33.  Atlantic,  Pacific,  Arctic  Oceans;  Gulf  of  ^Mexico;  Hudson  Bay;  Rocky 
Mts. ;  Appalachian  Mts. ;  Mississippi  River. 

Political  Features. 

34.  United  States,  Canada,  ^lexico,  Central  America. 

Oral  Spelling. 

35.  Using  the  material  of  §§  33  and  34,  ai)ply  §  2. 

36.  L'sing  the  material  of  §§  33  and  34.  apply  either  §§  22  or  23. 

Written  Spelling. 

37.  Using  the  material  of  §§  33  and  34,  apj)!}-  §  4. 

Reviews. 

38.  Using  a  wall  map  of  North  America,  or  else  a  l)lackb()ard  ma[)  con- 
taining the  features  needed.  adaj)t  §§  15  to  20,  inclusive. 

r)utline  Map  Test. 

39.  Using  an  outline  of  North  America,  proceed  as  in  §  7. 


FIRST    COURSE     IX     FORMAL    GEOGRAPHY.  19 

Oral  Spelling  Review. 

40.  A   lesson    on   all    features    learned,    as    described    in    the    spell-down, 
§§  22  or  23. 

Written  Spelling  Review. 

41.  A  written  spelling  lesson  on  all  features  so  far  learned,  using  §4. 

,,       „,       ,.  South  America  (First  Course). 

-Map  Sketcnmg.  ' 

42.  Proceed  as  in  §§  30.  31.     Try  to  give  efifective  criticisms  and  bring  the 
pupils  rapidly  to  efficiency. 

Locations. 

43.  Teach  the   following-named  natural  and  political   features  according 
to  the  suggestions  of  §  32. 

Natural  Features. 

44.  Atlantic,  Pacific,  Antarctic  oceans ;  Caribbean  Sea. 
Andes  Mts. ;  Brazilian  Highlands ;  Guiana  Highlands. 
Amazon,  Orinoco,  La  Plata  Rivers. 

45.  Brazil,  Argentina,  Chile. 

Rio  Janeiro,  Buenos  Aires.  Santiago. 

Oral  Spelling. 

46.  Using  the  material  of  §§  44  and  45,  apply  §  2. 

\\'ritten  Spelling. 

47.  Using  the  material  of  §§  44  and  45,  apply  §  4. 

Reviews. 

48.  Using  a  wall  map  of  South  America,  adapt  §§  15  to  20,  inclusive. 

Outline  Map  Test. 

49.  Use  an  outline  of  South  America  and  proceed  as  in  §  7. 

Review  of  Xorth  America. 

50.  Apply  §§  38,  39. 

,^       o,    .  1  •  Europe  (First  Course). 

:Map  Sketchmg. 

51.  Daily  blackboard  outlining  of  Europe,  as  in  §§  30,  31.     Read  these 
directions  carefully  and  carry  out  their  spirit. 

Locations. 

52.  Teach  the  following-named  natural  and  political  features   according 
to  the  suggestions  of  §  32. 


20  TEACHERS      HANDBOOK     OF    GEOGRAPHY. 

Xatiira!  P^eatures. 

53.  Atlantic  and  Arctic  oceans ;  ^Mediterranean,  lllack.  and  Caspian  seas. 
N       Alps,  Pyrenees,  Cancasns.  and  Ural  mountains. 

\"'olga  and  Danube  rivers. 
Sicily  and  Iceland. 

Political  Features. 

54.  Russia,  France,  Spain^  British  Isles. 
London,  Paris,  Berlin. 

Oral  Spelling. 

55.  Using  the  material  of  §§  53  and  54,  apply  §  2. 

Written  Spelling. 

56.  Using  the  material  of  §§  53  and  54,  apply  §  4. 

Reviews. 

57.  Using  a  wall  map  of  Europe,  adapt  §§  15  to  20,  inclusive. 

Outline  Alap  Test. 

58.  Use  an  outline  of  Europe  and  proceed  as  in  §  7. 

Review  of  South  America. 

59.  Review  §§  47-49,  inclusive. 

,,       ...       ,  .  Asia  (First  Course). 

Alap  Skctchmg. 

60.  Daily  map  sketching,  as  in  §§  30,  31.     Re-read  those  paragraphs  care- 
fully. 

Locations. 

61.  Teach   the   following-nanud   natural   and   pulitical    features   according 
to  the  methfjd  of  §  32. 

Natural  Features. 

62.  Pacific,   .Arctic,   Indian   oceans;   Red,    Mediterranean.   Cas])ian,    Ulack 

seas. 
Bering  Straits;  Isthmus  Suez. 
Himalaya,  Ural  mountains;  Alt.  Everest. 
( ianges,  Indus,  Yangtse  Kiang,  lioang  iio  rivers. 

Political  I'eatures. 

63.  Chinese  I^mpire,   India,  Siberia,  Japan. 
Peking,  Calcutta. 


FIRST    COURSE     IX     FORMAL    GEOGRAPHY.  21 

Oral  Spelling. 

64.  Using  the  material  of  §§  62  and  63,  apply  §  2. 

Written  Spelling. 

65.  Using  the  material  of  §§  62  and  63,  apply  §  4. 

Reviews. 

66.  Using  a  wall  map  of  Asia,  adapt  §§  15  to  20,  inclusive. 

Outline  Alap  Test. 

67.  Use  an  outline  of  Asia  and  proceed  as  in  §  7. 

Review  of  Europe. 

68.  Review  §§  56-58,  inclusive. 


Africa  (First  Course). 
Map  Sketching. 

69.  Daily  quick  sketching  of  Africa,  as  in  §§  30,  31.  Aim  to  have  the 
pupils  visualize  these  continental  forms  as  clearly  as  they  do  the  letters  of 
the  alphabet. 

Locations. 

70.  Teach  the  following-named  features  according  to  the  method  of  §  32. 

Natural  Features. 

71.  Atlantic,  Indian,  Antarctic  oceans;  Mediterranean,  Red  seas. 
Isthmus  of  Suez ;  Straits  of  Gibraltar ;  Cape  of  Good  Hope. 
Nile  and  Kongo  rivers. 

Political  Features. 

y2.  Egypt,  Barbary  States,  Cape  Colony;  Cairo,  Alexandria,  Cape  Town, 
Pretoria. 

Oral  Spelling. 

'j'ii-  Using  the  material  of  §§  71  and  72,  apply  §  2. 

Written  Spelling. 

74.  Using  the  material  of  §§  71  and  72.  apply  §  4. 

Reviews. 

75.  Using  a  wall  map  of  Africa,  adapt  §§  15  to  20,  inclusive. 


22  TEACHERS      HANDBOOK     OF    GEOGRAPHY 

Outline  Map  Test. 

yd.  Use  an  outline  of  Africa  and  proceed  as  in  §  7. 

Review  of  Asia. 

77.  Review  §§  65-67. 


United  States  (First  Course). 
Map  Sketching-. 

78.  Re-read  §§  30,  31  and  apply  to  United  States. 

Locations. 

79.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Boundaries  and  Natural  Features. 

80.  Atlantic.  Pacific  oceans;  Gulf  of  Mexico;  Mexico;  Canada. 
Atlantic  Plain ;  Appalachian  Highland  ;  Mississippi  Valley ;  Rocky  Mt. 

Highland ;  Pacific  Slope. 

Political  Features. 

81.  States  bordering  Pacific  (3). 
States  bordering  ^Mexico   (3). 
Plateau  States  (6). 

Cities  of  San  Francisco,  Portland,  Seattle,  Galveston,  Salt  Lake  City, 
Denver. 

Oral  Spelling. 

82.  Using  the  material  of  §§  80,  81,  apply  §  2. 

Written  Spelling. 

83.  Using  the  material  of  §§  80,  8r,  apply  §  4. 

Reviews. 

84.  Using-  a  wall  map  of  United  States,  appl\'  §§  15  to  20,  inclusive. 

Outline  Map  Test. 

85.  Use  an  outline  of  the  U.  S.  and  proceed  as  in  §  7.  It  will  be  better 
to  divide  the  material  (^§80,81}  into  two  successive  exercises.  The  out- 
line used  for  the  states  must  show  the  ])olilical  Ixniiidai  ies. 

Review  of  Africa. 

86.  Kcview  §§  74-76. 


FIRST    COURSE    IX     FORMAL    GEOGRAPHY.  23 

California  (First  Course). 
Map  Sketching. 

87.  Proceed  as  in  §§  30,  31. 

Locations. 

88.  Teach  the  follo\ving--named  features  according  to  the  method  of  §  32. 

Natural  Features  and  Boundaries. 

89.  Pacific  Ocean ;  Oregon,  Nevada,  Arizona,  ^Mexico. 

Sierra  Nevada,  Coast  Ranges ;  Sacramento-San  Joaquin  Valley ;  Sac- 
ramento, San  Joaquin  rivers ;  San  Francisco  Bay ;  Golden  Gate. 

Political  Features. 

90.  San  Francisco,  Oakland,  Los  Angeles,  Sacramento. 

Oral  Spelling. 

91.  Using  the  material  of  §§  89,  90,  apply  §  2. 

Written  Spelling. 

92.  Using  the  material  of  §§  89,  90,  apply  §  4. 

Reviews. 

93.  Using  a  wall  map  of  California,  adapt  §§  15-20,  inclusive. 

Outline  ^Slap  Test. 

94.  Use  an  outline  of  California  and  proceed  as  in  §  7. 

Review  of  United  States. 

95.  Review  §§  83  to  85. 

Review  Spelling. 

96.  Selecting  the  more  difficult  words  in   §§  33-34,  44-45>   53-54»  62-63, 
71-72,  80-81,  and  89-90,  apply  the  spelling  bee,  §§  22  or  23. 

Review  of  North  America. 

97.  Review  §§  37-39. 

Review  of  South  America. 

98.  Review  §§  47-49- 

Review  of  Europe. 

99.  Review  §§  56-58. 

Review  of  Asia. 

TOO.  Review  §§  65,  66,  67. 


24  teachers'    handbook   of   geography. 

Review  of  Africa. 

loi.  Review  §§  74.  75,  76. 

Review  of  United  States. 

102.  Review  §§  83,  84,  85. 

Review  of  California. 

103.  Review  §§  92.  93.  94. 

The  Globe  (Second  Course). 
Globe  Climate :   Zones. 

104.  In  preparation  for  this  work  paint  the  zones  on  one  of  the  globes 
previously  used.  Color  the  torrid  zone  orange,  the  temperate  zones  green, 
and  the  frigid  zones  bluish  white  to  white  at  the  poles.  Blend  these  various 
colors  at  their  lines  of  junction  so  that  the  transition  will  be  somewhat  grad- 
ual instead  of  abrupt.  Finally  trace  the  continental  outlines  in  place,  with 
black  paint. 

105.  With  this  globe  in  hand  teach  that  the  frigid  zones  are  cold,  and  are 
regions  of  ice  and  snow.  Give  the  names  North  Frigid  Zone  and  South 
Frigid  Zone.  Similarly  teach  the  North  and  South  Temperate  zones  as 
regions  of  mild  climate  (such  as  ours),  and  the  Torrid  Zone  as  having  a 
very  warm  climate. 

Circles. 

106.  Show  the  Arctic  Circle  on  your  globe  and  give  its  name.  Have 
the  pupils  find  it  on  the  hemisphere  map  in  their  text-books.  Notice  where 
it  crosses  the  continents.  Notice  that  it  is  the  northern  boundary  of  the 
North  Temperate  Zone  and  the  southern  boundary  of  the  North  Frigid  Zone. 

-Similarly  teach  the  Antarctic  Circle,  the  Tropics  of  Cancer  and  Capricorn, 
and  the  Equator. 

Locations. 

107.  Having  drawn  a  blackboard  map  of  the  hemisi)heres  showing  the 
circles  and  continents,  adapt  §  32  to  the  teaching  of  zones  and  circles. 

Oral  Spelling. 

108.  Using  the  names  of  zones  and  circles,  jjrocctd  as  in  §  2. 

Written  .Si^elling. 

KXj.   Using  tile  names  of  zones  and  circles,  ])ri)cecd  as  in  §  4. 

Reviews. 

no.  Let  a  pujiil,  taking  the  globe  in  liis  hand,  point  out  eacii  zone  and 


SECOND    COURSE    IX    FORMAL    GEOGRAPHY.  25 

circle,  describing  the  zones.    Others  keenly  watch  and  correct.     ]^lanage  this 
game  so  that  all  of  the  more  doubtful  pupils  have  this  handling  of  the  globe. 

111.  Adapt  §  15  to  §  20,  inclusive,  to  zones,  circles,  and  poles. 

Outline  ]\Iap  Tests. 

112.  Using  outlines  of  the  hemispheres,  showing  circles  and  continents, 
proceed  as  in  §  7.     The  word  list  will  include  zones,  circles,  and  poles. 

113.  On  a  second  outline  of  the  hemispheres  let  the  pupils  color  the  very 
warm  region  red  or  orange,  the  mild  regions  green,  and  the  cold  regions 
blue  to  white. 

Review  of  California. 

114.  Review  §§92-94. 


XoRTH  America  (Second  Course). 
Map  Sketching. 

115.  Apply  §§  30,  31.     Re-read  these  paragraphs  carefully  and  give  them 
full  force. 

Locations. 

116.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

117.  Isthmus  of  Panama;  Bering  Straits;  Great  Lakes   (as  a  whole). 
St.  Lawrence,  Columbia,  Colorado,  and  Rio  Grande  rivers. 

Political  Features. 

118.  West  Indies,  Greenland.  Iceland,  Newfoundland. 
Cities  of  Washington,  Montreal,  Alexico. 

Oral  Spelling. 

119.  Using  the  material  of  §§  117.  118.  apply  §  2. 

Written  Spelling. 

120.  Using  the  material  of  §§  117,  118,  apply  §  4. 

Reviews. 

121.  Using  a  wall  map  of  North  America,  adapt  §  15  to  §  20.  inclusive. 

Outline  ]\Iap  Test. 

122.  Use  an  outline  map  of  North  America  and  proceed  as  in  §  7. 


26  TEACHERS'     HANDBOOK     OF    GEOGRAPHY. 

Review  of  Xorth  America  (First  Course). 

123.  Review  §§  37,  38,  39. 

Review  of  the  Globe  (Second  Course). 

124.  Review  §§109,  iii,  112. 


South  America  (Second  Course). 
Map  Sketching. 

125.  Proceed  as  in  §§  30,  31. 

J^ocations. 

126.  Teach  the  following-named  natural  and  ])olitical   features  according 
to  the  method  of  §  32. 

Natural  Features. 

127.  Isthmus  of  Panama,   Straits  of  Magellan,  Cape  Horn,   Plateau  of 
Bolivia,  Lake  Titicaca. 

Political  Features. 

128.  Bolivia,  Peru,  Colombia,  \'enezuela. 
Bogota,  Caracas. 

Oral  Spelling. 

129.  Using  the  material  of  §§  127,  128.  apply  §  2. 

Written  Spelling. 

130.  Using  the  material  of  §§  127,  128,  apply  §4. 

Reviews. 

131.  Using  a  wall  map  of  South  America,  adapt  §  15  to  §  20,  inclusive. 

Outline  Map  Test. 

132.  Use  an  outline  of  South  America  and  proceed  as  in  §  7. 

Review  of  South  America  (First  Course). 

133.  Review  §§47,  48,  49. 

Review  of  North  America  (Second  Course). 

134.  Review  §§120,  121,  122. 

EuKori-:  (Second  Course). 
Map  Sketching. 

135.  Continue  as  in   ij^  30.   31.      Ke-n-ad   lliesi.'  paragraphs   carefull}-  and 
secure  the  end  thev  have  in  view. 


SECOND    COURSE    IX    FORMAL    GEOGRAPHY.  27 

Locations. 

136.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

137.  North,  Baltic,  Adriatic,  ^gean  seas. 
Apennine,  Scandinavian.  Balkan  mountains. 
Elbe,  Rhine,  Seine  rivers. 

Political  Features. 

138.  Norway,  Sweden,  Germany,  Austria,  Italy.  Turkey,  Greece. 

St.  Petersburg,  Rome,  Constantinople,  Vienna,  Amsterdam,  Brussels, 
Hamburg,  Moscow. 

Oral  Spelling. 

139.  Using  the  material  of  §§  137-8,  apply  §  2. 

A\'ritten  Spelling. 

140.  Using  the  material  of  §§  137-8,  apply  §  4. 

Reviews. 

141.  Using  a  wall  map  of  Europe,  adapt  §  15  to  §  20,  inclusive. 

Outline  Map  Test. 

142.  Use  an  outline  map  of  Europe  and  proceed  as  in  §  7. 

Review  of  Europe  (First  Course). 

143.  Review  of  §§  56-8. 

Review  of  South  America  (Second  Course). 

144.  Review  §§  130-2. 

,.       01    .  1  •  Asia  (Second  Course). 

Map  Sketchmg.  ^  ^ 

145.  Daily  work  on  Asia  as  described  in  §§  30-31. 

Locations. 

146.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

147.  Japan  Sea.  Yellow  Sea,  Bay  of  Bengal,  Arabian  Sea,  Persian  Gulf, 

Bering  Sea. 
Pamir  Plateau,  Plateau  of  Tibet. 
Obi.  Yenesei.  Lena  rivers. 


28  teachers'    handbook   of   geography. 

148.  Persia.  Arabia,  Turke}",  Siani,  China. 
Bombay. 

Oral  Spelling. 

149.  Using  the  material  of  §§  147-8,  apply  §  2. 

Written  Spelling. 

150.  Using  the  material  of  §§  147-8,  apply  §  4. 

Reviews. 

151.  Using  a  wall  map  of  Asia,  adapt  §§  15-20,  inclusive. 

Outline  Map  Test. 

152.  Use  an  outline  map  of  Asia  and  proceed  as  in  §  7. 

Review  of  Asia  (First  Course). 

153.  Review  §§65-7. 

Review  of  Europe  (Second  Course). 

154.  Review  §§  140-2. 


Africa  (Second  Course). 
]\lap  Sketching. 

155.  Daily  work  on  Africa  as  described  in  §§  30-31. 

Locations. 

156.  Teach  «the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Xatural  Features. 

157.  Atlas  ^Mountains ;  Sahara  Desert;  Abyssinian   Plateau. 
Zambesi,  Niger,  Orange  rivers. 

Lakes  Victoria,  Tanganyika,  Nyassa,  Chad. 
Azores,  Madagascar;  (iulf  of  Guinea. 

Political  Features,  Etc. 

158.  Abyssinia,  ^^lorocco,  Suez  Canal. 

Oral  Spelling. 

159.  Using  the  material  of  §§  157-8,  apply  §  2. 

Written  Spelling. 

160.  I'sing  the  material  oi  §§  157-8.  ap])ly  §  4. 


SECOND    COURSE    IX    FORMAL    GEOGRAPHY.  29 

Reviews. 

161.  Using  a  wall  map  of  Africa,  adapt  §  15  to  §  20.  inclusive. 

Outline  ^Nlap  Test. 

162.  Use  an  outline  of  Africa  and  proceed  as  in  §  7. 

Review  of  Africa  (First  Course). 

163.  Review  §§  74-6. 

Review  of  Asia  (Second  Course). 

164.  Review  §§  150-52. 


United  States  (Second  Course). 
'Map  Sketching-. 

165.  Continue  as  in  §§  30-31. 

Locations. 

166.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

167.  Rocky,  Appalachian,   Sierra   Nevada  mountains. 
Mississippi,  Missouri,  Ohio,   St.  Lawrence  rivers. 
Lakes  Superior,  ^Michigan,  Huron.  Erie,  Ontario. 
Capes  Cod,  Hatteras ;  Puget  Sound. 

Political  Features. 

168.  States  on  west  bank  Mississippi  (5). 
States,  etc.,  due  north  of  Texas  (6). 

Cities  of  New  Orleans,  St.  Louis,  Minneapolis,  Kansas  City,  Omaha. 

Oral  Spelling. 

169.  Using  the  material  of  §§  167-8,  apply  §  2. 

\\'ritten  Spelling. 

170.  Using  the  material  of  §§  167-8,  apply  §  4. 

Reviews. 

171.  Using  a  wall  map  of  United  States,  adapt  §  15  to  §  20,  inclusive. 

Outline  Map  Test. 

172.  Use  an  outline  of  United  States  and  proceed  as  in  §  7. 


30  TEACHERS      HANDBOOK     OF    GEOGRAPHY. 

Review  of  United  States    (First  Course). 

173.  Review  §§83-5. 

Review  of  Africa  (Second  Course). 

174.  Review  §§  160-2. 

California  (Second  Course). 
Map  Sketching. 

175.  Daily  work  on  the  outhne  of  California,  as  in  §§  30-31. 

Locations. 

176.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

177.  }^Its.  Shasta,  Whitney,  Diablo. 
Salinas,  Eel.  and  Klamath  rivers. 
Tulare,  Tahoe,  Clear  lakes. 

Yosemitc  \'alley ;   Mohave   Desert;   ^Monterey   Bay;    Santa   Catalina 
Island. 

Political  Features. 

178.  San  Jose.  Stockton,  Fresno,  San  Diego. 

Oral  Spelling. 

179.  Using  the  material  of  §§  177-8,  apply  §  2. 

Written  Spelling. 

180.  Using  the  material  of  §§  177-8,  apply  §  4. 

Reviews. 

181.  Using  a  wall  map  of  California,  adapt  §§  15-20,  inclusive. 

Outline  Map  Test. 

182.  Use  an  tnUline  map  of  California  and  proceed  as  in  ^  7. 

Review  of  California  (First  Course). 

183.  Review  §§  96-8. 

Review  of  United  States  (Second  Course). 

184.  Review  §§  170-2. 

Review  Spelling. 

185.  Selecting  the  more  difTicull  words  in  §5^  i  17-18.   127-8,   137-8,  147-8, 
157-8,'  \C)J-^,  177-8;  a])i)ly  tin-  spelling  bee.  §  22  or  §  23. 


THIRD    COURSE    IN     FORMAL    GEOGRAPHY.  3 1 

Review  of  North  America  (Second  Course). 

186.  Review  §§  120-2. 

Review  of  South  America  (Second  Course). 

187.  Review  §§  130-2. 

Review  of  Europe  (Second  Course). 

188.  Review  §§  140-2. 

Review  of  Asia  (Second  Course). 

189.  Review  §§  150-2. 

Review  of  Africa  (Second  Course). 

190.  Review  '§§  160-2. 

Review  of  United  States  (Second  Course). 

191.  Review  §§  170-2. 

Review  of  Cahfornia  (Second  Course). 

192.  Review  §§  180-2. 

The  Globe  (Third  Course). 

193.  Give  a  quick,  wide-awake  review  of  §§  i,  5  and  6. 

Review  of  Cardinal  Points. 

194.  Repeat  §  8  and  §  9. 

Written  Test.     , 

195.  Repeat  §  11. 

Map  Fining  Review. 

196.  Repeat  §12. 

Review  of  Hemispheres. 

197.  Repeat  §  13,  and  also  §  14  to  §  20,  as  far  as  may  prove  needful. 

Review  of  the  Mercator. 

198.  Repeat  §  25  and  §  2"]. 

Map  Filling  Review. 

199.  Repeat  §  29. 

Mercator  Map  (Third  Course). 

200.  Draw  a  mercator  map  of  the  world  on  the  board.     Use  this  in  con- 
junction with  the  text-book  map  (Tarr  and  McAIurry,  Elementary,  p.  137). 


32  teachers'   handbook  of  geography. 

Questions  on  the  Text-Book  Map. 

201.  \\'hat  continents  are  crossed  b}-  the  Arctic  Circle? 

The  Antarctic?  (  !) 

The  Equator? 

Tropic  of  Cancer? 

Tropic  of  Capricorn  ? 

Find  the  North  Pole  in  this  map." 

In  what  zones  lies  North  America? 

South  America? 

Europe?    Africa?    Asia?    Australia? 

Commercial  Points. 

202.  Locate  these  points  on  the  mercator  (text-book),  following  the 
method  of  §  32  : 

London,  New  York,  Chicago,  San  Francisco,  Honolulu,  Tokio,  Hong- 
Kong,  Manila,  Calcutta,  Bombay,  Suez  Canal,  Straits  Gibraltar. 

New  Orleans,  Rio  Janeiro,  Buenos  Aires,  Cape  Horn.  Magellan's  Straits. 
Santiago,  Isthmus  of  Panama,  Bering  Straits. 

Constantinople,  Cairo,  Cape  Town,  Cape  of  Good  Hope,  Melbourne, 
Sydney. 

West  Indies,  Hawaiian,  Plulippine  islands. 
• 
Trade  Routes. 

203.  Trace  the  shortest  water  route  from  London  to  Calcutta. 
What  was  the  route  before  the  Suez  Canal  was  cut  ? 

Trace  the  shortest  water  route  from  San  Francisco  to  New  York. 

How  will  the  proposed  Panama  Canal  affect  this  route  ? 

Trace  three  water  routes  from  London  to  Australia,  naming  the  bodies  of 
water  traversed. 

Trace  three  water  routes  from  New  York  to  Japan,  naming  the  waters 
traversed. 

Review. 

204.  Using  the  l)lackboard  mercator,  give  a  brisk  review  of  §§  201-3. 

C)ut]inc  Map  Test. 

205.  Provide  a  mercator  outline,  including  Cdutincnlal  outlines  and  ihe 
circles.     Pupils  print  in  place — 

Xcjrth,  I'2ast,  .South,  West, 

The  circles, 

.And  the  names  in  §  202. 


*]iy  changing  the  earth's  surface    from   the   splierical   \i>  ihc   nblniiK   llu-    Xorlh    I'ole    is   stretched 
out  into  a  line. 


THIRD     COURSE     IX     FORMAL    GEOGRAPHY.  33 

North  America  (Third  Course). 
]\Iap  Sketching. 

206.  Apply  §§  30-31  and  secure  good  outlines  in  one  minute. 

Locations. 

207.  Teach  the  following  natural  and  political  features  according  to  the 
method  of  §  32. 

Natural  Features. 

208.  Bering,  Caribbean  seas. 
Alissouri,  Ohio,  Yukon  rivers. 
Pike's  Peak.   Alt.   Shasta. 

Great  Salt  Lake ;  Hawaiian  Islands. 

Political  Features. 

209.  Cities  of  New  York,  Chicago,  San  Francisco,  New  Orleans,  Havana. 
Cuba,  Porto  Rico,  Haiti,  Jamaica. 

Oral  Spelling. 

210.  Losing  the  material  of  §§  208-9.  ^PPl}'  §  -• 

Written  Spelling. 

211.  Using  the  material  of  §§  208-9,  ^PPb'  §  4- 

Reviews. 

212.  Losing  a  wall  map  of  North  America,  adapt  §  15  to  §  20,  inclusive. 

Outline  Map  Test. 

213.  Use  an  outline  of  North  America  and  proceed  as  in  §  7. 

Review  of  North  America  (First  and  Second  Courses). 

214.  Review  §§  37-9. 

215.  Review  §§  120-2. 

South  America  (Third  Course). 
Map  Sketching. 

216.  Apply  §§  30-31  and  secure  good  outline  in  one  minute. 

Locations. 

217.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

218.  Cotopaxi,  Chimborazo,  Aconcagua. 
Trinidad,  Tierra  del  Fuego,  Falkland  Islands. 


34  TEACHERS'     HANDBOOK    OF    GEOGRAPHY. 

Political  Features. 

219.  Guiana.  Ecuador,  Paraguay,  Uruguay,  Panama   (Republic). 
^Montevideo. 

Oral  Spelling. 

220.  Using  the  material  of  §§  218-19,  apply  §  2. 

Written  Spelling. 

221.  Using  the  material  of  §§  218-19,  applv  §  4- 

Reviews. 

222.  Using  a  wall  map  of  South  America,  adapt  §§  15-20.  inclusive. 

Outline  Map  Test. 

22^.  Use  an  outline  of  South  America  and  proceed  as  in  §  7. 

Review  of  South  America  (First  and  Second  Course). 

224.  Review  §§  47-9. 

225.  Review  §§  130-32. 

Review  of  North  America  (Third  Course). 

226.  Review  §§211-13. 

Europe  (Third  Course). 
Map  Sketching. 

227.  Apply  §§  30-31  and  secure  good  outline  in  one  minute. 
Locations. 

228.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

229.  Straits  of  ( jibraltar,  Dover,  Bosphorus,  Dardanelles.  English  Channel. 
Thames,  Rhone,  Po  rivers. 

Vesuvius,  Mt.  Plane. 

Political  Features. 

230.  Belgium,  PloUand,  Denmark,  Switzerland,  I'ortugal;  England.  Scot- 

land, Ireland.  Wales. 
Madrid,  Na])les,  Venice,  Stockliolni,  C'()])enhagen,  Liver])(K)l. 

r)ral  Spelling. 

231.  Using  tlic  material  of  §§  22(;-3(),  a])ply  §  2. 

Written  Spelling. 

232.  Using  the  material  of  §§  229-30.  ap])ly  §  4. 


THIRD    COURSE     IX     FORMAL    GEOGRAPHY.  35 

Reviews. 

233.  Using'  a  wall  map  of  Europe,  adapt  §§  15-20,  inclusive. 

Outline  Map  Test. 

234.  Use  an  outline  map  of  France  and  proceed  as  in  §  7. 

Review  of  Europe  (First  and  Second  Courses). 

235.  Review  §§  56-8. 

236.  Review  §§  140-2. 

Review  of  South  America  (Third  Course). 

237.  Review  §§  221-3. 

Asia  (Third  Course). 
Map  Sketching. 

238.  Apply  §§  30-31  and  secure  good  outline  in  one  minute. 

Locations. 

239.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

240.  Bering  Straits ;  Isthmus  of  Suez ;  Desert  of  Gobi. 
Tigris,  Euphrates,  Amur  rivers. 

Borneo,  Sumatra.  Java,  Ceylon,  Philippines,  Formosa. 

Political  Features. 

241.  Hong  Kong,  Tokio,  ^Manila,  Jerusalem. 
Corea. 

Oral  Spelling. 

242.  Using  the  material  of  §§  240-41,  apply  §  2. 

Written  Spelling. 

243.  Using  the  material  of  §§  240-41,  apply  §  4. 

Reviews. 

244.  Using  a  wall  map  of  Asia,  adapt  §§  15-20,  inclusive. 

Outline  Map  Test. 

245.  Use  an  outline  map  of  Asia  and  proceed  as  in   ^  7. 

Review  of  Asia  (First  and  Second  Course). 

246.  Review  §§  65-7. 

247.  Review  §§  150-52. 

Review  of  Europe  (Third  Course). 

248.  Review  §§  232-4. 


36  teachers'   handbook   of   geography. 

Africa  (Third  Course). 
Map  Sketching. 

249.  Apply  §§  30-31  and  secure  good  outhne  in  one  minute. 

Review  of  Africa  (First  and  Second  Courses). 

250.  Review  §§  74-6. 

251.  Review  §§  160-2. 

Review  of  Asia  (Third  Course). 

252.  Review  §§  243-5. 

United  States  (Third  Course). 
]\Iap  Sketching. 

253.  Apply  §§  30-31  and  secure  good  outline  in  one  minute. 

Locations. 

254.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

255.  Rio  Grande,  Colorado,  Columbia,  Hudson,  Potomac  rivers. 
Pike's  Peak;  Niagara  Falls;  Chesapeake  Bay;  Great  Salt  Lake. 

Political  Features. 

256.  States  on  east  bank  of  Mississippi   (5). 
New  England  States  (6). 

Other  Atlantic  States  (9). 
Gulf  States  (5). 
Lake  States  (8). 
West  Virginia. 

Oral  Spelling. 

257.  Using  the  material  of  §§  255-6,  apply  §  2. 

Written  Sj)elling. 

258.  Using  the  material  of  §§  255-6,  a])ply  §  4. 

Reviews. 

259.  I'sing  a  wall  map  nf  United  States,  ada])t  §§  15-20,  inclusive. 

CAUline  Maj)  Test. 

260.  L'sc  an  outline  map  of  U.   S.  ami   ])riiceed  as  in   §7. 


THIRD    COURSE    IN     FORMAL    GEOGRAPHY.  37 

Review  of  United  States  (First  and  Second  Courses). 

261.  Review  §§  83-5. 

262.  Review  §§  170-2. 

Review  of  Africa  (Third  Course). 

263.  Strengthen  any  weak  spots  in  the  pupil's  knowledge  of  §§  74-6,  160-2. 

California  (Third  Course). 
Map  Sketching. 

264.  Apply  §§  30-31  and  secure  good  outline  in  less  than  one  minute. 

Locations. 

265.  Teach  the  following-named  features  according  to  the  method  of  §  32. 

Counties. 

266.  Bay  counties  (9). 
Pacific  Coast,  north  (5). 
Pacific  Coast,  south  (10). 
Oregon  line  (3). 
Nevada-Arizona  line  (12). 
San  Joaquin  Valley   (11). 
Sacramento  Valley  (11). 
Trinity,  Lake,  San  Benito  ( 3 ) . 

Oral  Spelling. 

267.  Using  the  material  of  §  266,  apply  §  2. 

Written  Spelling. 

268.  Using  the  material  of  §  266,  apply  §  4. 

Reviews. 

269.  Using  a  wall  map  of  California,  adapt  §>^  15-20,  inclusive.  Use  the 
material  of  §  266  in  convenient  sections,  not  all  at  once. 

Outline  ]\Iap  Test. 

270.  Use  an  outline  map  of  California  and  proceed  as  in  §  7.  This  exer- 
cise will  have  to  be  given  in  sections.  A  separate  and  enlarged  outline  must 
be  provided  for  the  Bay  counties  test.  This  need  not  show  the  whole 
State.    The  remainder  will  need  two  maps. 

Reviews  of  California  (First  and  Second  Courses). 

271.  Review  §§92-4. 

272.  Review  §§  180-2. 

Review  of  United  States  (Third  Course). 

273.  Review  §§  258-60. 


38  teachers'    handbook   of   geography. 

Australasia  (Only  Course). 
r^Iap  Sketching. 

274.  Give  one-minute  blackboard  practice  on  the  outline  of  Australia  until 
good  results  are  secured. 

Locations. 

275.  Teach  the  following-named  natural  and  political  features  according 
to  the  method  of  §  32. 

Natural  Features. 

276.  Pacific,  Indian,  Antarctic  oceans. 

Australia.    Xew    Zealand,    Tasmania,    Borneo,    New    Guinea,    Java, 

Sumatra,  Fiji  Islands,  Samoa. 
]\Iain  highland  ;  Australian  Desert ;  Barrier  Reef. 
^Murray,  Darling  rivers. 

Political  Features. 

277.  ^Melbourne,  Sydney.  Wellington. 

Oral  Spelling. 

278.  Using  the  material  of  §§  276-7,  apply  §  2. 

Written  Spelling. 

279.  Using  the  material  of  §§  276-7,  apply  §  4. 

Reviews. 

280.  Using  a  wall  map  of  Australasia,  adapt  ^^  15-20,  inclusive. 

Outline  Map  Test. 

281.  Use  an  outline  map  of  Australasia  and  proceed  as  in  ^y. 

Review  of  California  (Third  Course). 

282.  Review  of  §§  268-70. 

Ki:\ji-:\\  s  OF  TjiiKD  Col'hsi-:. 
North  America. 

283.  Review  §§211-13. 

South  America. 

284.  Review  §§  221-3. 
Europe. 

285.  Review  §§  232-4. 

Asia. 

286.  Review  §§  243-5. 


THIRD     COURSE     IX     FORMAL    GEOGRAPHY.  39 

Africa. 

287.  Review,  in  the  measure  needful,  §§  74-6   and  §§  160-2. 

United  States. 

288.  Review  §§  258-60. 

California. 

289.  Review  §§  268-70. 

Australasia. 

290.  Review  §§  279-8 r. 


40  teachers'   handbook  of  geography. 


BOOKS    CITED    IN   THE   READINGS  ON   SOUTH   AMERICA. 
List   I.      (Books   especially  adapted  for  supplementary   reading.) 

Allen,   Children  of  the  palm  lands Ed.   Pub.   Co.     50c. 

Beal,  Information  reader  No.   i Boston  School  Sup.  Co.    60c. 

Carpenter,  North  America  (Geographical  reader)..  American  Book  Co.     6oc. 

Carpenter,  South  America  (Geographical  reader) . .  American  Book  Co.     60c. 
Carpenter,     Australia     and     islands     (Geographical 

reader)     American  Book  Co.     60c. 

Coe,   Our  American   neighbors Silver  Burdett  Co.     60c. 

Companion  series,  By  land  and  sea Perry  Mason  &  Co.     50c. 

Chamberlain,  How  we  are  fed Macmillan.     40c. 

Chamberlain,    How    we    are    clothed Macmillan.     40c. 

Chase  &  Clow,  Stories  of  industry,  II Ed.  Pub.  Co.     40c. 

Clifford,   Information   reader   No.   2 Boston  School  Sup.  Co.    6oc. 

Grififis,  The  romance  of  discovery W.  A.  Wilde  Co. 

Hicld,  Glimpses  of  South  America Cassell.     75c. 

Hall.  Our  world  reader  No.   i Ginn  &  Co.     50c. 

Herbertson,   Central  and   South  America Black.     75c. 

Ingersoll,   Book  of  the  ocean Century  Co.     $1.50. 

Johonnot,  Stories  of  other  lands American  Book  Co.    40c. 

Johonnot,  Geographical  reader   American  Book  Co.    $1.00. 

Johonnot,  Glimpses  of  the  animate  world Appleton.     $1.00. 

Kellogg,  Australia  and  islands  of  the  sea Silver  Burdett  Co.     60c. 

Kirby,  The  world  by  the  fireside Nelson  &   Sons.     $1.75. 

McMurry,  Pioneers  on  land  and  sea Macmillan.     50c. 

Markwick  &  Smith,  South  American  republics....  Silver  Burdett  Co.     60c. 

Nelson  (Pub.),  The  Amazon  and  its  wonders Nelson  &  Sons. 

Parker,  Information  reader  No.  3 Boston  School  Sup.  Co.    60c. 

Rupeit,   Geographical   reader Sibley.     65c. 

Shaw,  Big  people  and  little American  Book  Co.     30c. 

Starr,   Strange  peoples Heath.     40c. 

Stockton,   Tales  out  of   school Scribner.     $1.50. 

Tarr  &  McMurry,  Geography,  third  book    (of  the 

three    book    series) Macmillan.     50c. 

Wood,  Primer  of  political  economy Macmillan.     50c. 

Youth's  Companion  series.  Strange  lands  near  home.  Ginn  &  Co.    25c. 

List   If.      (Books   useful   for  teachers'  reading  but  not   easily   broken   up 
into  assigned   readings    for   pupils.) 

Adams,    Commercial    geography Appleton.     $1.30. 

Adams,  Elementary  commercial  geography Api)leton.     $1.10. 

Andrews,   Brazil  and  its  prospects Appleton.     $1.50. 

Agassiz,   Journey   in    Brazil Houghton.     $2.50. 

Ballou,  Footprints  of  travel Ginn  &  Co.     8oc. 

Ballon,  Equatorial  America Houghton.    $1.50. 

Bishop,  A  thousand  miles  walk Lee.     $1.50. 


BOOKS    CITED     IX     READINGS    ON  SOUTH     AMERICA.         4 1 

Bates,   A   naturalist   on  the   Amazon Appleton.     $5.00. 

Conway,  Bolivian  Andes Harper.     $3.00. 

Dryer,  Lessons  in  physical  geography American   Book  Co.     $1.20. 

Davis,   Physical  geography Ginn  &  Co.     $1.25. 

Davis,  Three  gringoes  in  Venezuela Harper.     $1.50. 

Ewbank,    Life   in    Brazil Harper.     $3.00. 

Ford,    Tropical    America Scribner.      $2.00. 

Hartwig,   The   tropical    world Longmans.     $3.00. 

Morris,  Half  hours   of  travel Lippincott.     4  vols.     $6.00. 

Nery,   Land   of  the   Amazons Dutton.     $4.00. 

Orton,  The  Andes  and  the  Amazon Harper. 

Redway,  New  basis  of  geography Macmillan. 

Slocum,   Sailing  alone  around  the  world Century   Co.     $2.00. 

Spear,   Gold  diggings  of  Cape  Horn Putnam.     $1.75. 

Smith,     Brazil Scribner.     $5.00. 

Stephens,  On  the  Amazon Coates.     75c. 

Vincent,  Around  and  about  South  America Appleton.     $5.00. 

Waterton,  Wanderings  in   South  America Nelson.     $2.00. 

Whymper,  Travels  amongst  the  great  Andes  of  the 

equator     Scribner.     $2.50. 


Mass  map  <>(  South  AiiuTioa. 


THE    CONTINENT    OF    SOUTH    AMERICA. 


PHYSICAL  SOUTH  AMERICA. 

Structure, 
reference  material: 

Redway's  Advanced  Geography,   103-5. 
Tarr   &   McMurry,   First  Book,   199  and  50-51. 
Tarr   &   jMcMurry,  Third  Book,  96-100. 
Herbertson,   Central   and   South  America,   xxi-xxiv. 
Markwick  &  Smith,  16-24. 

Lesson  Units. 

I.  South  America  has  four  great  parts;  three  of  these  are  plateaus,  and 
the  fourth  is  the  great  central  lowland  which  separates  them.  If  the  continent 
sank  a  thousand  feet  deeper  into  the  sea  these  three  plateaus  would  become 
islands.  2.  The  western,  or  Andean,  plateau  is  much  the  highest ;  there  is 
only  one  plateau  in  the  world  which  is  higher.  3.  The  central  lowland 
reaches  the  sea  in  three  arms,  occupied  by  the  Amazon,  La  Plata,  and 
Orinoco  rivers ;  and  these  allow  navigation  to  the  heart  of  the  continent. 

I.  South  America  has  four  great  parts:  Three  of  these  are  plateaus;  the 
fourth  is  the  great  central  lozdand  which  separates  them.  If  the  continent 
sank  a  thousand  feet  deeper  into  the  sea  these  three  plateaus  icould  become 
islands. 

Draw  a  good-sized  mass  map  *  on  the  blackboard  and  have  your  class 
notice  the  three  plateaus  and  the  lowland.  Give  the  names,  Andes  highlands, 
Brazilian  highlands,  Guiana  highlands,  central  plain. 


^•N. 


2,0' S. 


Profiles  of  South   America. 


Draw  four  diagrams  on  the  board  representing  profiles  of  South  America 
at  Lat.  5°  N.,  0°,  20°  S.,  and  40°  S.  (Fig.  3).     With  these  profiles  as  a 

*To  make  a  mass  map  draw  a  large  outline  of  South  America  on  the  blackboard;  then  fill  in  all 
the  plateau  areas  with  one  color  and  all  the  lowlands  with  another.  Thus  every  part  of  the  map 
will  be  filled  in,  leaving  no  vacant  spaces.  Now  add  the  mountain  ranges  to  the  plateaus  by  using 
heavy  white  strokes  for  one  slope  and  charcoal  or  the  eraser  for  the  other.  Finally  add  the  rivers, 
in  charcoal.      (See  Fig.   2.) 


44 


teachers'   handbook   of   geography. 


basis,  elicit  several  statements  about  the  plateaus,  as  to  comparative  height, 
width,  and  steepness  of  slope.  Elicit  the  difference  between  a  plateau  and  a 
mountain,  identifying  each  in  the  profiles. 

Study  the  physical  map  (Redway  Adv..  p.  102;  Frye  Adv.,  137)  in  con- 
junction with  the  profiles.  Establish  the  fact  that  regions  less  than  one 
thousand  feet  in  altitude  are  called  lowlands ;  and  that  above  that  level  they 
are  called  highlands,  or  plateaus. 


Fig.  4.     If  Soulli  America  should  subside  a  thousand  feet. 

Have  pupils  identify  the  highlands  and  lowlands  on  the  text-book  map 
and  then  indicate  their  extent  on  your  mass  map.  Have  them  identify  and 
name  the  four  features  as  they  appear  in  your  blackboard  profiles. 

Sketch  a  faint  outline  of  South  America  on  the  board  and  ask  various 
pupils  to  trace  within  it  the  new  coast-lines  as  they  would  appear  if  the 
continent  sank  a  thousand  feet  into  the  sea.     (Fig.  4.) 


2.  The  cccstcni,  or  .hidcivi,  plateau  is  much  the  highest ;  there  is  only 
one  plateau  in  the  world  zuhich  is  higher. 

Only  the  highlands  of  central  Asia  exceed  the  .Andean  plateau  in  altitude. 
'I'ell  the  class  of  Lake  Titicaca,  nearly  13,000  feet  above  the  sea  (how  nuich 
higher  than  your  nearest  big  mountain?),  wliere  steamboats  ride  "above  the 
clouds."  Locate  the  plateau  of  Bolivia,  and  Ijake  Titicaca  in  it.  Locate 
Lake  Titicaca  in  the  blackboard  profile  (Fig.  3).  Some  of  the  mountains 
arounrl  it  arc  over  20,000  feet  high.  Locate  Sorata,  or  have  a  i)U|)il  do  it, 
on  your  mass  map.  Locate  the  volcano  Aconcagua  (23,000  ft.),  in  middle 
Chile — the  highest  mountain  in  the  world  outside  of  Asia.  Tell  the  class  of 
Quito,  over  9,000  feet  above  the  sea,  a  city  almost  on  the  equator,  yet  so 


THE    COXTIXEXT    OF    SOUTH    AMERICA.  45 

high  as  to  be  ever  cool.  Have  it  located  on  the  political  map.  Mention  and 
locate  other  high  Andean  cities — Bogota  (8,800  ft.),  La  Paz  (12,000  ft.). 
Cuzco  (11,000  ft.),  Potosi  (13.000  ft.). 

3.  Tlic  central  loivland  reaches  the  sea  in  three  arms,  occupied  by  the 
Aina::on,  La  Plata,  and  Orinoco  rii'ers;  and  these  alloiv  navigation  to  the 
heart  of  the  continent. 

Have  the  class  locate  the  three  rivers  on  the  blackboard  map  and  name 
them;  have  each  described  (source,  direction  of  flow,  receiving  body  of 
Avater) .  Elicit  statements  as  to  what  highlands  supply  each  river  with  water. 
Compare  the  rivers  in  size;  in  the  character  of  their  mouths.  Elicit  a  com- 
parison between  these  rivers  and  those  of  the  western  slope. 

Talk  a  little  with  the  class  about  the  usefulness  of  a  great  river  as  a  ready- 
made  road.  Point  out  that  vessels  may  take  cargoes  from  the  ocean  into  the 
heart  of  Peru  and  Bolivia,  on  the  broad  waterway  of  the  Amazon,  and  bring 
other  cargoes  out.    What  would  be  the  difference  if  there  were  no  Amazon? 

Similarly  the  branches  of  the  Parana  admit  vessels  entirely  through 
Paraguay  into  Brazil ;  and  the  Orinoco  is  navigated  to  the  base  of  the  Andes. 

Written  W' ork. 

1.  Xame  the  four  great  structural  features  of  South  America. 

2.  Compare  the  plateaus,  one  with  another.    Draw  profiles  to  illustrate. 

3.  Describe  the  effect  on  the  continent  of  South  America  should  it  subside 

1,000  feet  into  the  sea. 

4.  Tell  about  Lake  Titicaca  and  the  plateau  of  Bolivia. 

5.  Tell  about  Aconcagua. 

6.  Tell  about  Quito. 

7.  Name  the  three  great  rivers  of  the  central  plain. 

8.  Describe  each  (source,  flow,  and  receiving  body). 

9.  Compare  these  rivers  with  those  of  the  western  slope. 
10.  Tell  how  these  rivers  are  useful  in  commerce. 

Climate:   Heat, 
reference  material: 

Redway's  Advanced  geography,  23-5,  104. 

Frye's  Advanced  geography,  25-9,   141. 

Tarr   &   McMurry,  Third  Book,   12-17,  100-105. 

Tarr   &   McMurry,   First  Book,   74-80,   120-23,  200. 

Herbertson,  xxvi-xxvii. 

Dryer,  293-300,  335-40- 

Lesson  Cnits. 

I.  The  greater  part  of  South  America  lies  in  the  torrid  zone,  and  has  a 
hot  climate  and  a  perpetual  summer.  The  southern  third  lies  in  the  south 
temperate  zone  and  has  seasons  more  like  ours.  2.  The  greater  part  of 
South  America  lies  south  of  the  equator ;  the  seasons  are  therefore  reversed, 


46  teachers'   handbook   of  geography. 

and  the  people  of  tliose  regions  have  summer  (hiring  our  winter  months 
and  a  mild  winter  during  our  summer.  3.  The  high  plateaus  are  always 
cool,  even  in  the  torrid  zone ;  and  the  peaks  are  covered  with  eternal  snow. 

1.  Tlic  greater  part  of  Soiit/i  America  lies  in  the  torrid  .■:oiie,  and  has  a 
hot  climate  and  a  perpetual  summer.  The  southern  third  lies  in  the  south 
temperate  zone,  and  has  a  climate  more  like  ours. 

Begin  with  a  review  lesson  on  zones,  using  the  hemisphere  map  in  the 
text-book,  and,  if  procurable,  a  globe  also.  Teach  the  names  of  the  zones 
and  of  the  circles  bounding  them. 

Elicit  that  climate  is  colder  toward  the  poles  and  warmer  toward  the 
equator.     Have  pupils  describe  each  zone  as  to  its  climate. 

Using  the  political  map,  elicit  that  about  two-thirds  of  South  America  lie 
in  the  torrid  zone,  and  that  the  climate  of  these  regions  will  be  that  of  the 
tropics.  Elicit  that  most  of  Argentina  and  Chile  lies  in  the  south  temperate 
zone,  and  that  their  climate  will  more  nearly  resemble  our  own. 

Let  the  pupils  find  a  place  in  South  America  having  a  latitude  about  cor- 
responding to  their  own,  and  infer  as  to  its  climate. 

Have  them  find  the  town,  river,  or  other  feature  which  they  judge  to  have 
the  hottest  climate ;  also  that  which  they  believe  to  have  the  coldest. 

2.  The  greater  portion  of  South  America  lies  south  of  the  equator;  the 
scasojis  are  therefore  reversed,  and  the  people  of  those  regions  haz'e  summer 
during  our  zvintcr  months,  and  a  mild  zcinter  during  our  summer. 

Teach  that  summer  travels  with  the  sun.  The  hottest  part  of  the  day  is 
when  the  sun  is  high  in  the  sky ;  the  hottest  part  of  the  year  is  when  the  sun 
is  (approximately)  nearest  the  zenith.  In  winter-time  the  sun  is  low  in 
the  southern  sky,  even  at  noonday. 

Elicit  that  if  we  journeyed  southward  toward  the  sun  it  would  rise  higher 
and  higher  in  the  sky  and  at  last  be  directly  overhead.  Here  would  be  the 
hot  lands  of  perpetual  summer.  Journe\ing  still  to  the  south,  we  should 
leave  the  sun  behind  us.  It  would  sink  farther  and  farther  in  the  northern 
sky  as  we  traversed  colder  and  ccjlder  regions  toward  the  south  pole. 

Having  established  the  fact  that  a  high  noonday  sun  makes  summer, 
teach  that  when  the  smi  comes  north,  giving  us  summer,  it  leaves  the 
southern  hemisphere  and  makes  winter  there.  In  thcir_^iiniaL_lh£_.sun  is 
low  in  the  northern  sky  because  it  has  risen  high  in  our  southern  sky,  and 
vice  versa.  Therefore,  at  lUienos  Aires,  for  example.  December  is  the  mul- 
suiTimer  month,  and  June  is  mid-winter. 

lUit  even  in  the  extreme  south  (Tierra  del  h'uego  )  llu'  winters  are  not 
very  cold.  It  i.s  a  wild,  storm\-  region,  but  not  bittcrlx  cold,  as  in  the  corre- 
sponding latitude  of  our  own  lienn'si)here.  This  is  because  there  is  so  little 
land  and  so  nnich  watrr  \\\cw.  The  ocean  climate  i)revails.  .And  the  ocean 
is  comparatively  warm  in  winter  and  coo]  in  suninur. 


THE    COx\TL\ENT    OF    SOUTH     AMERICA.  47 

3.  The  high  plateaus  are  akvays  cool,  even  ni  the  torrid  zone,  and  the 
peaks  are  covered  zvith  eternal  snozv. 

Aliners  who  dig  deep  in  the  earth  find  it  grow  steadily  w-armer  as  they 
go  down.  Balloonists  who  sail  high  in  the  air  find  it  get  steadily  colder  as 
they  rise.  The  upper  regions  of  the  air,  away  from  the  solid  earth,  are  colder, 
the  farther  we  go.  If  the  balloonist  should  begin  his  journey  in  the  hot 
palm  lands  at  the  equator,  and  rise  16,000  feet,  he  would  reach  the  region 
of  eternal  frost. 

Teach,  not  that  "  the  upper  air  is  cold."  but  that  the  place — the  altitude, 
the  distance  from  the  great  stove,  is  cold.  Therefore,  great  mountain  peaks 
that  push  themselves  far  up  into  those  altitudes  are  cold ;  so  cold  that  the 
snows  which  fall  upon  them  never  wholly  melt.  In  South  America,  even 
in  Ecuador,  at  the  equator,  peaks  higher  than  16,000  feet  are  covered  with 
eternal  snow. 

The  high  plateaus  of  the  tropical  Andes  are  always  cool  because  they  are 
high,  and  never  very  cold  because  they  are  in  the  torrid  zone.  Here  are 
those  mountain  cities  such  as  Quito,  Bogota,  and  La  Paz,  whose  climate  is  a 
perpetual  spring.  "  A  gentleman  in  La  Paz  may  send  a  servant  in  the  morn- 
ing to  the  heights  above,  to  bring  down  a  load  of  ice.  and  another  to  the 
lower  levels  for  pineapples  and  other  tropical  fruits  ;  both  will  return  at  noon 
with  their  commodities." 

Written  Work. 

1.  Name  the  zones  of  the  earth  and  the  circles  bounding  them. 

2.  Tell  about  the  climate  of  each  zone. 

3.  In  what  zones  does  South  America  lie? 

4.  Where  are  the  warm  regions  of  South  America,   and  where  are  the 

cooler  ones  ? 

5.  How  do  the  summer  and  winter  of  South  America  differ  from  ours  ? 

6.  Tell  what  the  miner  and  the  balloonist  find  out  about  temperature. 

7.  Why  do  high  mountains  have  snow-covered  peaks  ? 

8.  Tell  about  the  climate  of  some  Andean  city. 

9.  If  temperature  decreases  five  degrees  for  every  1,000  feet  of  altitude, 

and  Quito  is  9.000  feet  above  sea  level,  how  much  cooler  is  it  there 
than  in  the  Amazon  lowlands  ? 


Climate:   Moisture. 


REFEREXXE    MATERIAL: 


Redway's  Advanced  geography,  13-14,  25-7,   104. 

Frye's  .Advanced  geography,  29-31,  141. 

Tarr   &    McMurry,   First  Book,   71-80. 

Tarr   &   McMurry,  Third  Book,  31-3,   100-103. 

Redway,  New  basis  of  geography,  90. 

Dryer,    Lessons    in    physical    geography,    280-86,  301 -11,  327-34,  335-40. 

Davis,  29-33,  36-9,  45-7.  403-4- 

Lesson  Units. 

I.  The   Amazon   region   lies  in  the   equatorial   rain   belt   and   has   heavy 
thunder  showers   dailv.     It   is   one   of  the   rainiest   regions   in   the    world. 


48 


TEACHERS      HANDBOOK    OF    GEOGRAPHY. 


2.  Southern  Chile  opposes  the  Andes  ^Mountains  to  a  prevaihng  sea-wind. 
and  is  very  rainy.     Patagonia,  on  the  other  side  of  the  mountains,  is  arid. 

3.  Farther  north  the  prevaihng  wind  is  from  the  east ;  therefore,  the  east 
slopes  are  well  watered,  while  the  Pacific  slope  is  a  famous  desert. 


Heavy  rain. 


Moderate  rain. 


Little  or  no  rain. 

Fig.  5.     Rain  map  of  South  America. 

I.  The  Amazon  region  lies  in  the  equatorial  rain  belt,  and  has  heaz'y 
thunder  shozvers  daily.    It  is  one  of  the  rainiest  regions  in  the  zvorld. 

Establish  the  Theory  of  Rain  Making: — 

(a)  The  sea  is  constantly  evaporating  into  the  air  above  it.  Pour  a  few- 
drops  of  water  on  a  pane  of  glass  and  expose  to  the  sunshine.  After  its 
disappearance  discuss  the  matter.  The  pupils  will  say  "  the  water  dried  up." 
Give  term  evaporate  and  elicit  that  the  water  evaporated  and  is  nozv  in  the 
air.  in  an  invisible  form.  Elicit  other  examples  of  evaporation ;  clothes 
hanging  out  "  to  dry  "  ;  the  sidewalk  "  dries  up  "  after  being  sprinkled  ; 
ponds  "  dry  up  '"  in  summer;  the  teakettle  boils  dry;  etc. 

To  show  that  heat  aids  evaporation  get  two  saucers  and  pour  into  each 
exactly  a  tcaspoonful  of  water.  Put  one  in  a  cool,  shady  place  and  the  other 
in  the  hot  sunshine,  or  else  on  the  stove.  Elicit  a  statement  as  to  the  effect 
of  heat  on  evaporation.  Illicit  that,  in  all  these  cases,  the  vanished  water 
is  now  in  the  air.  Elicit  the  inference  that  all  the  air,  at  all  times,  has 
invisible  water  in  it. 


THE    COXTIXEXT    OF    SOUTH    AMERICA.  49 

(b)  Air  that  has  moisture  in  it,  if  cooled,  will  reveal  that  moisture  as 
cloud,  mist,  rain,  or  snow. 

Examine  the  inside  of  the  lid  of  a  boiling  teakettle.  It  has  drops  of 
water  on  it.  How  did  they  get  there  ?  \Miat  becomes  of  them  as  they  con- 
tinue to  form  ? 

Watch  the  steam  issuing  from  the  spout.  It  remains  invisible  for  the 
space  of  an  inch,  more  or  less,  and  then  turns  into  a  visible  cloud.  What 
caused  the  change  ? 

Heat  a  pane  of  glass  and  then  breathe  on  it.  Xow  breathe  on  a  cold  pane. 
Explain  the  different  results. 

Here  we  have  an  instance  each  of  rain,  cloud,  and  mist.  If  the  chilling 
of  moist  air  is  carried  to  the  freezing  point,  snow  falls  instead  of  rain.  Tell 
about  snow  falling  in  a  Russian  ball-room,  when  a  blast  of  cold  outer  air 
is  let  in  upon  the  warm,  moist  air  of  the  room. 

Establish  the  idea  of  a_rising  air  current  at  the  heat  equator : — 

The  air  in  the  neighborhood  of  the  equator  becomes  warm  and  light,  and 
is  pushed  up  by  the  cooler,  heavy  air  pressing  in  from  north  and  south. 
This  colder  air  becomes  heated_and  rises  in  its  turn.  Thus  there  is  a  belt 
of  air_^constantlxjish^  (all  around  the  earth)  that  has  gatliered  moisture 
on  itsjyay^_^Asit_rises_to^ooler  altitudes  it  becomes  chilled  and  gives  down 
a  heavy  rain  evej;y^  afternoon.  ~ 

This  equatorial  rain  belt  extends  around  the  earth,  over  land  and  sea. 
Turn  to  the  rain  map  (Redway,  p.  26;  T.  &  ]\Ic]\I.,  Third  Bk.,  32,  35)  and 
note  that  the  Kongo  country  and  the  East  Indies,  as  w^ell  as  the  Amazon 
region,  are  in  this  equatorial  rain  belt.  Of  course,  the  rain  falls  on  the 
ocean  also,  but  the  maps  do  not  show  it. 

2.  Sonflicrji  C/iilc  opposes  the  Andes  Mountains  to  a  prevailing  sea-zvind, 
and  is  zrry  rainy.    Patagonia,  on  the  other  side  of  the  mountains,  is  arid. 

We  have  already  learned  that  moist  air,  rising  to  higher  altitudes,  becomes 
chilled  and  yields  rain.  The  present  lesson  is  to  show  that  mountains,  lying 
in  the  path  of  a  sea-\\ind.  are  rainmakers;  and  also  that  the  region  beyond 
such  mountains  will  be  arid. 

In  Chile,  south  of  Lat.  30°,  the  prevailing  wind  is  from  the  sea.  It  strikes 
the  Andes,  travels  up  their  slope,  and  condensation  takes  place.  This  makes 
southern  Chile  one  of  the  rainy  regions  of  the  earth.  This  sea-wind,  having 
crossed  the  Andes,  there  is  nothing  to  elevate  it  (chill  it)  further.  Patagonia 
is  therefore  a  dry  region.  The  rivers  which  cross  it  bring  their  water  from 
the  Andes. 

3.  Farther  north  the  prevailing  zvind  is  from  the  east;  therefore  the  east 
slopes  are  zvell  zvatered,  zvhile  the  Pacific  slope  is  a  famous  desert. 

X'orth  of  (about)  Lat.  35"  the  wind  blows  from  the  southeast  (trade- 
wind).     The  mountains  of  southern  Brazil  make  the  first  demand  upon  it 


50  teachers'    handbook   of   geography. 

and  their  valleys  have  abundant  rain.  Puit  after  this  there  is  no  elevation  to 
cause  further  condensation  until  the  high  Andes  are  reached.  Here  addi- 
tional moisture  is  deposited  in  the  form  of  snow.  Having  crossed  the 
Andes,  this  air  current  gives  up  no  more  moisture,  and  the  Pacific  slope  is 
a  desert  northward  to  the  region  of  eqviatorial  rains. 

in  the  same  way  the  mountains  of  Guiana,  opposing  a  sea- wind  from 
the  northeast  (trade-wind)  have  a  wet  seaward  slope  and  a  dry  one  on  the 
interior. 

Written  Work. 

1.  How  does  the  air  get  its  moisture? 

2.  What  must  happen  to  the  air  to  produce  rain  ? 

3.  Explain  the  equatorial  rain  belt. 

4.  How  may  mountains  cause  rain  ? 

5.  Explain  the  rain  of  southern  Chile. 

6.  Explain  the  climate  of  I'atagonia. 

7.  Explain  the  rains  of  southern  Brazil. 

8.  Explain  the  desert  on  the  western  slope  of  South  America. 

9.  Explain  the  rains  of  Guiana. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's    Advanced    geography,    13-14,    257,   103-4. 

Frye's  Advanced   geo?rai>liy,   25-31,   141. 

Tarr    &    McMurry,    Introductory    geography,  71-80. 

Tarr  &  McMurry,  Third  Book,   28-34,  96-103,    i  12-13,    ''9,   136.    142-3. 

h'oRMAr.  Geogkapiiy  of  South  America. 
Use  the  blackboard  map  (or  a  wall  maj) )  in  conjunclion  with  the  political 
map  in  the  text-book.     IJy  various  interesting  drills,*  fix  the  following  loca- 
tions, together  with  the  spelling  concerned  : 


*  These  drills  in  locative  geography  should  liavt-  tlie  emulative  spirit  of  games.  The  cliildren 
never  tire  of  any  kind  of  drill  work  that  is  founded  upon  emulation.  lielow  are  given  ten  drills. 
or  geography  games,  that  have  I)een  found  to  wear  well.  They  shoulil  in  every  case  be  conducted 
with   snap  and  vim. 

I.    The    teacher    stands    at    the    w^ll    man    and    i)oints   out    the    features    to    be    named.      The    class 

iTiie  thtiHi   in   concert.  '  — — 

She    calls,   upon    indiv^idual    pupils    to    come    up    to    the    map    and    po'nt    "VT    single    features    as 
she  names  them. 

3.  One  pupil  stands  before  the  map  and  makes  all  the  locations  given  in  the  lesson.  Mis 
classmates  watch  critically;  and  if  he  makes  a  mistake  he  forfeits  his  place  to  the  pupil  dis- 
covering it. 

4.  Write  a  list  of  the  features  on  the  board  beside  the  mri|i.  .\llow  each  imlividii.il  i)U|>il  to 
step  to  the  board,  point  to  a  name,   pronounce  it,  and  locate  the  feature  on   the  map. 

5.  Call   on   a  j)upil    to   name   all    of   the    features   as   you   point    them    out   on    the    map. 

6.  .Sometimes   allow   a   pupil    to   take   your   pl.'cc   as   pointer-oi*t. 

7.  The  list  of  features  liyin^  ^\riityu  on  the  board,  'allovv  each  pupil,  in  turn,  to  stand,  select 
a  wi.rti     f^r,-  ,-|h""*   and   spell   it.  '  "  '  _  '  ~ 

8.  TnTve  an  old-fashioned  "spelling  bee."  Let  the  pupils  line  up  in  two  rows,  facing  each 
other.  The  teacher  now  gives  out  the  words  (of  the  geography  lesson)  alternately  to  one  side 
:,nfl  to  the  other,  each  pupil  having  his  turn,  in  order.  .\  pupil  misspelling  his  word  goes  to  his 
seat   and   the  word   is  given   to  the  opposing  siile.      The  pujiil   finally  remaining  wins  out   for  bis  side. 

9.  JIavc  a  locating  "bee"  on  the  same  i)lan,  substituting  locations  for  spelling.  In  this  game 
the  teacher  points  out  the  feature  on  the  map  and  the  pupil  whose  turn  it  is  names  it.  .\  varia- 
tion of  this  is   to  spell    the   name   after  giving   it.      'I'his   makes   it    both    a   spelling   and   a   location   test. 

10.  Another  spelling  .Tnd  location  test:  I'rovidc  each  jiupil  with  a  spelling  slip.  I'oint  out  th'.- 
features   on    the    wall    map    without    naming    them.      The    pupils    write    llie    Tiaiiies,    in    or<lcr    given,    on 

"  eir    spelling    slip^.      The    mistakes    made    in    this    exercise    should    be    niailc    the    basis    for    a    future 
spelling   lesson. 


THE    COXTIXEXT    OF    SOUTH     AMERICA.       •  5 1 

Atlantic  and  Pacific  oceans :  Caribbean  Sea. , 

Isthmus  of  Panama.  }>Iagellan  Strait.  Cape  Horn. 

Andes  ]Mts.,  Brazilian  highlands,  Guiana  highlands  ;  Bolivian  plateau. 

Amazon.  Orinoco,  La  Plata  rivers. 

Equator.  tropicof_Ca2ncorn ;  Antarctic  Circle ;  torrid  zone,  south  tem- 
perate^zQUi;. 

Region  and  direction  of  trade-winds ;  region  and  direction  of  return  trade- 
winds. 

Brazil.  Argeiitiiia,  Chile.  P^u.  Bolivia,  Ecuador,  Colombia,  \'enezuela, 
British.  Dutch,  and  French  Guiana,  Paraguay,  Uruguay. 

Buenos^'Aires.  Rio  Janeiro.  Santiago,  Para. 

Test. — The  correct  filling  of  an  outline  map.     (See  foot-note,  p.  14.) 


The  Pkoples  of  South  America. 
Lesson  Lnits. 

I.  Columbus,  on  his  third  voyage,  discovered  South  America.  2.  In  the 
pQrHpc^__rli2J.^;nn  nt  ^onf|-|  America  Brazil  fell  to  the  share  of  Portugal,  and 
all  the  rest  to  Spain.  3.  Every\vhere__the_  Spaniards  found  Indians—  and 
overcame  them ;  it  was  the  cruel  Pizarro  who  concpiered  the  Incas.  4.  All 
the  SquTTi  American  coimtries  are  republics,  save  the  Guianas. 

1.  Coliiinhus,  on  Jiis  third  I'oyagc,  discovered  South  America. 

REFERENXE    MATERIAL: 
Markwjck   &:    Smith,    lo-u. 

McMurry,    Pioneers    on    land    and    sea,    151-2. 
Also  any  school  history. 

Review,  briefly,  the* discoveries  of  Columbus;  how  in  his  first  two  vovages 
lie  di^covprpd  flip  Wpcf  Tndiej-;.  but  not  the  mainland ;  and  how  in  his  "tnird 
vovage  he  came  to  the  north  coast  of  South  America. 

2.  1)1  the  earliest  diz'ision  of  South  America  Brazil  fell  to  the  share  of 
Portugal  and  all  the  rest  to  Spain. 

REFERENCE    MATERIAL: 

Markwick  &  Smith,   13-14.    174. 
Ingersoll,  55-6. 

Tlavis's    T'hysical    geography,    398. 
Fiske's  \\'ashington  and  his  country,   5-6. 
Griffis,   1 00-101. 

Tell  the  story  of  the  dispute  between  Spain  and  Portugal,  over  the  undis- 
covered  lands,  of  the  earth ;  and  ofyPope  Alexander's  (^lecree.  which  later 
resulted  in  Brazil  falling  to  the  share  of  Portugal  and  all  the  rest  <»f  South 
America  t_aJSpain.  So  to  thi^  d^y  Pnrtngnpc;p  i^  tb.-  lanp-uage  of  Brazil  and 
Spanish  of  the  other  republics. 


52  *    teachers'   handbook   of   geography. 

3.  Eirryzi'Iierc  tJic  Spa)iiards  found  Indians,  and  overcame  tlieni;  it'ivas 
the  cruel  Pisarro  icJio  conquered  the  Ineas. 

REFERENCE    MATERIAL: 

Mark-wick    &    Smith,    24-5,    32-4,    37-8,     57-60,    95-7,    ii7--0.    145-5°.    i55-~.    169-70,    205-7. 

233-4,  286-8,  302-4. 
Tarr  &  McMurry,  Third  Book,   108-10. 
McMurry,  166. 
Coe,   287-8. 
Griffis,   20-7. 

Present  the  idea,  to  the  children,  not  alone  of  a  conquest  of  the  Incas,  but 
of  successive  conquests,  all  over  South  America,  of  those  aboriginal  peoples 
of  whom  we  speak  collectively  as  Indians.  Specialize  only  the  story  of  the 
Incas.  however,  and  let  the  children  leave  the  topic  with  the  Pizarro  story 
uppermost  in  mind. 


4.  All  of  the  South  American  countries  are  republics,  sai'c  the  Gnianas. 

REFEREN'CE    MATERIAL: 
Markwick  &  Smith,  25-31. 
Tarr  &   McMurrj-,  Third  Book,   107-12. 

Devote  not  more  than  one  lesson  to  the  story  of  how  the  various  Spanish 
colonies  rebelled,  one  by  one,  againsFTlie  harsh  rule  of  Spain,  and  set  up  as 
republics ;  and  how  the  Po4:fH^5e&p  colony  of  Brazil  atlength  l^ecame  first 
an  enipire  and_then  a  republic.  Note,  briefly,  the  three  Guianas  as  the  only 
colonies  now  remaining  to  Europe. 

Written  Work. 

1.  Who  discovered  South  America? 

2.  Tell  how  South  America  was  divided  up. 

3.  Tell  the  story  of  Pizarro. 

4.  Describe  the  political  divisions  of  South.  America. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Rcdway's  Advanced  geography,  107-10. 

I'rye's  Advanced  geography,   57. 

Tarr   &    McMurry,    Introductory   geograpliy,    200. 

Tarr  &  McMurry,  Third   Book,   107-11. 


THE    COXTIXENT    OF    SOUTH    AMERICA.  53 

DESCRIPTIVE    SOUTH    AMERICA. 
Xote  on  [Method. 

In  this  descriptive  geography  work  the  aim  is  to  bring  out  a  few  leading 
and  essential  aspects  of  each  region  studied,  and  to  avoid  drowning  these 
essential  things  in  a  mass  of  valueless  minutiae.  To  this  end  the  device  of 
lesson  units  is  used.*  It  will  be  observed,  below,  that  for  each  region  a 
group  of  lesson  units  is  set  forth ;  and  that,  subsequently,  each  lesson  unit 
is  repeated  by  itself,  in  italics,  together  with  the  readings  which  are  closely 
pertinent  to  it.  These  assembled  units  are,  or  should  be,  a  potential  descrip- 
tion of  the  region,  inclusive  of  all  that  is  essential,  for  the  purposes  of  ordi- 
nary culture,  and  eliminative  of  all  which  is  not.  The  preparation  for  the 
lesson  (or  sometimes,  lessons)  upon  the  unit  consists  in  the  teacher  doing 
this  reading  herself,  so  far  as  the  books  are  accessible,  and  then  selecting 
from  it  such  readuigs  for  the  pupils  as  seem  adapted  to  their  grade.  The 
pupils  thereupon  do  this  assigned  reading  in  immediate  preparation  for  the 
lesson.  It  is  not  expected  that  either  teacher  or  pupils  will  in  every  case 
be  able  to  do  all  of  the  reading  cited.  The  idea  is  to  do  all  that  circumstances 
will  allow.  In  addition  to  the  pupils'  readings,  others,  more  mature,  are 
cited  under  each  unit,  for  the  teacher's  further  study.  She  should  avail 
herself  of  this  additional  material  as  far  as  she  is  able,  in  order  to  become 
steeped  in  the  local  color  of  the  region  she  is  about  to  take  up. 

Both  teacher  and  pupil,  having  now  read  generously  upon  the  topic,  the 
lessons  open  with  the  locating  of  the  region  on  the  continental  map  (the 
blackboard  map?)  and  a  quick  review  of  the  appropriate  formal  geography. 
Thenceforward  the  lessons  become  conversations,  based  chiefly  on  what 
the  pupils  have  read,  supplemented,  as  necessary,  by  what  the  teacher  knows. 
In  these  lessons  the  questioning  should  elicit  that  material  which  is  pertinent 
to  the  lesson  unit  in  hand;  and  which  is  calculated  to  fortify  the  content  of 
that  unit  indelibly  in  the  pupil's  conception  of  the  region. 

Following  the  conversational  lesson,  or  lessons,  upon  the  imit,  comes 
a  written  lesson,  the  material  of  which  aims  to  summarize  and  confirm  the 
essentials  of  that  particular  lesson  unit  in  the  pupil's  mind. 

After  all  the  units  for  the  region  have  been  dealt  with  in  this  way,  the 
pertaining  material  in  the  text-book  is  utilized  as  a  final  summary  and  review. 
By  this  step  the  whole  study  becomes  an  elaboration  of  the  text-book  rather 
than  a  substitution  for  it. 

Lesson  Units.  AMAZON    REGION. 

I.  The  Amazon  is  the  mightiest  river  in  the  world,  and  the  largest  bodv 


of  fresh  water  on  the  globe!     2.  Here  are  the  selvas,  far-reaching  tropical 
forests,  low-lying,  and  wet  with  equatorial  jrain^.     3.  They  are  the  haunt 

*  An    adaptation    of    McMurry's    device    ot    leSion    unities. 


54  teachers'    handbook   of   geography. 

of  wild  beasts,  and  are  populous  with  gailv  feathered  birds  and  gaudy  butter- 
flies-;, the  waters  swarm  with  alligators  and  turtles!  4.  hxcept  at  die  river 
stations  there  live  no  white  men ;  none  but  the  lonely,  half-clad  Indian  threads 
the  dim  forest.  5.  From  the  selvas  come  many  useful  articles  ot^trade^but 
the  chief  of  these  is  rubber;  and  Para  is  the  great-mblLcr  port. 

1.  The  Amazon  is  the  might  iesf  ri-vcr  in  I  lie  z^orht  and  the  largest  body 
of  fresh  zvater  on  the  glebe. 

PUPILS'  RE.^DINGS: 

Carpenter,   299-304   (the  king  of  rivers);    320--  (a  trip  do  tlic  Amazon). 

Hield,  q2-5    (a  storm  on  the  Amazon). 

Hall.   82-5    (the  great  river). 

Herbertson,  92-/    (varied  readings  on  the  river  itself). 

Markwick  &   Smith,   20    (the  Amazon). 

Nelson,    9-14    (immensity   of  the  river;   the  "hore"),    14-37    (exploring  the   river). 

Stockton,  287-97  (storm  on  the  Amazon). 

Tarr   &    McMurry,    Third    Book,    112-13    (the  vast  Amazon). 

TEACin-:R'S     ADDITIONAL     REFERENCE: 

Andrews,  Agassiz,  Ballou,  Bates,  ^Morris,   Nery,  Orton,  Smith,  .Stephens,  N'incent,  Waterton, 
Ewbank. 

Written  Work. 

Tell  all  }0U  can  about  the  vastness  of  the  Amazon  River. 

2.  Here  are  the  selz'as,  far-reaehiiig  tropieal  forests,  lozc-Iying,  and  zuet 
leitli  equatorial  rains. 

PUPILS'   READINGS: 

Allen  7-20  (the  hot  belt). 

Coe,  223-30   (the  tropical   forests). 

Carpenter,  300-03    (a  wet  country). 

Ilield,   102-06   (vegetation  and  forests). 

Herbertson,    97-9,    102-03,    1 73    (selvas   as  a  place  to  live). 

Kirby,    125-6    (the  selvas). 

Markwick  &  Smith,   181-4   (selvas). 

Nelson,    58-207    (the    forest    scenery;    the  wetness). 

Rupert,    139-41,    157-9    (^the    tropical    forest). 

Strange    lands    near    home,    52-9     (luxuriant   vegetation). 

Tarr  &  McMurry,  113-14   (the  dense  forest). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,    Andrews,    Agassiz,    Ballou,    Bates,    I-;\\l)ank.    I'md,    Ilnrtwig,    Morris,    Nery,    Orton, 
Smith,  Stephens,  Vincent,  Waterton. 

Written  Work. 

1.  Tell  about  the  scenerv  of  the  selvas. 

2.  Tell  about  the  climate. 

y^      3.   Compare  the  selvas  with  your  own  hdine  as  a  jjlace  to  live. 

3.  77/t'v   are    the    haunts   of   wild    beasts,    and    iue    populous    leith    gaily 
feathered  birds  and  gaudy  bntlerllies. 

rt''i'n.s'  i<K.\i)iN(;s: 

I'.y  land  and  .Sea,  92-7  (monkeys). 

<'<ie,   227-8   (swarms  of  insects). 

'iirpentcr,    239-49    (peccaries,    monkeys,    etc.). 

Ilii'M,    128-39,    >.')3-6    (wild   animals  and    turtles). 

Herbertson,   100-01    (beasts  and  fishes). 

Johonnot,   Glimpses,    131-2    (fire   ants),    148-52    (capture   of   a    cayman),    152-7    (catching   big 

snakes). 
Kirby,   96-0,    105-12,    114-20    (birds   and   beasts  of  the  selvas). 
Nfarkwick  &   Smith,   205-20    (forests  animals,   turtles,   alligators,  etc.). 
Nclsnn.    89-96    (catching    alligators),    79-120     (turtle    fishing),    43-58     (bats,     monkeys,     boa 

iiinslrictors).    187-94    (toucans). 
Strange   lands  near   home,   52-9    (animals   of  selvas). 
Stockton.    265-8    (turtles),    "27881    (monkeys). 
Tarr   it    McMurry,    105-7    (animal    life   of    Smith  .\merica). 


THE    CONTINENT    OF    SOUTH     AMERICA.  55 

TEACHER'S      ADDITIONAL      REFERENCE: 

Agassiz,  Ballou,  Bates,   Ewbank,  Ford,  Hartwig,  Morris,  Xery,  Orton,  Smith,  Stephens,  Vin- 
cent,   W'aterton. 

Written  Work. 

1.  Tell  about  some  of  the  wild  beasts  in  the  Amazon  forest. 

2.  Tell  about  the  birds  and  butterflies. 

3.  Tell  aljout  catching  alligators  and  fishing  for  turtles. 

4.  Except  at  tlic  river  stations  there  live   no   white   men;   none   but   the 
lonely,  half-elad  Indian  threads  tlic  dim  forest. 

PUPILS'    READINGS: 

Carpenter,    305-12    (Para),   320-7    (people    along  the  river). 

Hield,   1JO-7,  157-60   (Amazon  Indians). 

Herbertson,   104-5    (Amazon   Indians,   62    (the  white  men  are  along  the  coast). 

Kirby,   92-6,    103-4,    145-6    (the  Indians  in  the  forest). 

Markvvick  &  Smith,  201-3  (Para),  204  (Manaos),  205-7,  212-13    (Indians). 

Nelson,  44-8  (the  natives  hunting). 

Rupert,    192-6    (Indians),    149-56    (white   men  in  the  selvas). 

Shaw,  123-8   (Amazon  Indians). 

Stockton,  42-53    (Amazon  Indians). 

Starr,   28-32    (Indians). 

Tarr  &  INICiMurry,  Third  Book,  107-8  (people  of  the  Amazons). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,  Andrews,  Agassiz,  Ballou,  Bates,    Ewbank,    Ford,    Ilartwig,    Morris,    Nery,    Orton, 
Smith,  Stephens,  Vincent,  XVaterton. 

Written  \A^ork. 

1.  Tell  about  the  distribution  of  white  men  and  Indians  in  South  America. 

2.  Try  to  state  a  reason  for  this  distribution. 

5.  From  the  selvas  come  many  useful  articles  of  trade,  but  the  chief  of 
these  is  rubber;  and  Para  is  the  great  rubber  port. 

PUPILS'   READINGS: 
Coe.   230-7   (rubber). 

Carpenter,   305-20    (the  rubber  country),  305-12    (Para),  322-4   (brazil   nuts,   chocolate,   etc.). 
Clifford,    127-33    (rubber,    from    tree    to    shoe). 
Chamberlain,  Fed,  120-30  (cocoa). 
Chamberlain.   Clothed,   107-28   (the  rubber  country). 
Hield,  96-9  (rubber). 

Herbertson,    105-10    (rubber),    io8-io    (Para),  45-6   (a  cocoa  plantation). 
Hall,    199-204    (quinine). 

Kirby,  Fireside,  88-92    (cocoa).    113-14    (rubber).    121-5    (Peruvian  bark). 
Markwick  &  Smith,  208-11    (rubber),   187-90    (varied  selva  products). 
Nelson,   140-7   (rubber). 
Rupert,  142-6  (rubber  gatherers). 

Tarr  &  McMurry,  Third  Book,  115-16,   134-5   (rubber  and  other  selva  products). 
Wood,  28-32   (story  of  rubber). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,    Andrews,    Agassiz.    Ballou,    Bates,    EwbanK,    Ford,    Hartwig,    ^Morris,    Nery,    Orton, 
Smith,  Stephens,  Vincent,  Waterton. 

W^ritten  Work. 

I.  W-^hat  is  rubber  and  where  does  most  of  our  rubber  come  from? 
j^  2.  Tell  the  story  of  how  rubber  is  gathered. 

3.  Tell  what  you  have  learned  about  Para. 

4.  Name  several  other  products  of  the  Amazon  region. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  .\dvanced  geography,  30,   104-7. 

Frye's  Advanced  geography,    140-2. 

Tarr   &    McMurry,    Introductory    geography,  201-2. 

Tarr  &  McMurry,  Third  Book,  52-5,   104-6,    113-16. 


56  teachers'   handbook  of  geography. 

BRAZILIAN    HIGHLANDS. 

^^  .  (Read  "  Note  on  ^Method,"  pa^e  53.) 

Lesson  Units. 

I.  This  is  the  white  man's  Brazil;  good-sized  trading  cities  dot  the  coast. 

Rio  Janeiro  is  second  in  size  among  the~cTtles  of  the  southern  hemisphere, 

and  has  a  magmticentniarbor.     2.  The  region  has  varied  products,  but  is 

best  known  for  its  coffee ;  over  a  half  of  the  world's  coffee  crop  is  raised 

in  the  region  back  of  Rio. 

I.  Tliisjs  the  zahife  man's  Brazil;  good-sized  trading  cities  dot  the  coast. 
Rio  Janeiro  is  second  in  size  among  the  cities  of  the  southern  hemisphere^ 
and  also  has  a  magnificent  harbor. 

PUPILS'     READINGS: 

Carpenter,  249-57,  291-9  (the  Brazilians),  267-82   (Rio  and  its  harbor),  283-90   (Bahia). 
Coe,  236-48  (cities  of  Brazil). 

Herbertson,  62   (distribution  of  the  white    men),    111-13     (climate    of    Brazil),    113-16    (Bra- 
zilian  highlands),    1 16-21    (cities  of    Brazil),    122-4    (a   coffee   plantation). 
Markwick  &  Smith,    190-99    (Rio  and  other  cities). 

Rupert,   139-41    (climate  of  Brazil),    141-2   (bay  of  Rio),  146-9   (life  in  Rio). 
Tarr  &  McMurry,  Third  Book,   117-118    (cities). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,  Andrews,   Agassiz,  Ballou,    Eord,   Morris,   Slocum,   Smith,   \'incent. 

\\'ritten  Work. 

1.  In  what  part  of  Brazil  is  most  of  the  wdnte  population?    Try  to  give  a 

reasoifTor  this] 

2.  Tell  several  things  you  know  about  Rio  Janeiro. 

2.  The  region  has  varied  products,  hut  is  best  known  for  its  coffee;  ozrr 
one-half  of  the  zvorld's  coffee  is  raised  in  the  regio)i  back  of  Rio. 

PUPILS'     READINGS: 
Allen,  79-97  (coffee). 
Beal,   256-61    (liistory  of  coffee). 
Coe,  246-7  (coffee). 
Chamberlain,  Ted,  104-12  (coffee). 
Carpenter,   257-67   (coffee),   289-90    (diamonds). 
Clifford,  249-62  (diamonds). 
Hall,   197-8    (coffee). 

Mield,     100-02     (coffee),    107-111     (diamonds). 
Herbertson,    118-24   (coffee). 
Kirby,   120-1    (diamonds). 
Markwick  &  Smith,  185-8  (coffee). 
Tarr  &  McMurry,  Tliird  Book,  116-17  (coffee). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,  Andrews,  Agassiz,  Ballou,  Ford,  Morris,  Slocum,  Smitli,  ^'incent. 

Written  Work. 

1.  Write  a  little  account  of  Rio  coffee. 

2.  Sketch  a  map  showing  in  what  part  of  Brazil  the  coffee  district  lies. 

3.  Tell  what  you  have  learned  about  P»razilian_(liainoii(ls. 

Te.xt-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  u.scd  as  a  summarv 
and  review. 

Rt-rlw.-iy's  Advanced  KeoRraphy,    108. 

P'ryc'n  Advanced  Krr)Krnphy,  46. 

Tarr  «t  Mc.Nfiirry,  Tliird  Hook,  i  16-17. 

Tarr   &    McMurry,    introductory   geography,  202. 


THE    CONTINENT    OF    SOUTH    AMERICA.  57 

NORTHERN    SOUTH    AMERICA. 

,  TT  •.  (Read  "Note  on  Method,"  paQe  s^.i 

Lesson  Units.  ^  >     i    &     00  7 

I.  The  Orinoco  is  one  of  the  great  rivers  of  the  world.  It  flows  through 
a  region  of  treeless  plains  called  llanos.  2.  The  Gnianas  and  Trinidad  are 
the  only  South  American  colonies  left  to  Europe.  3.  Colombia  and  Vene- 
zuela are  unprogressive.  thinly  settled  countries,  with  their  capitals  remotely 
placed  in  the  high  mountams.^  4.  Panama  is  now  a  republic,  independent  of 
Colombia.    5.  The  great  Panama  canal  is  now  being  dug  across  the  Isthmus. 

I.  The  Orinoco  is  one  of  the  great  rivers  of  the  zcorlJ.  It  Hows- through 
a  region  of  treeless  plains  called  llanos. 

PUPILS'    READINGS: 

Coe,  314-16   (Orinoco  and  llanos). 

Carpenter,   327-34    (the   Orinoco   and  llanos). 

Hield,   141-2,    170    (llanos). 

Herbertson,    72-8    (the   Orinoco). 

Johonnot,   Reader,   229-33    (the  llanos). 

Kirby,    Fireside,    137-9    (llanos    and    alligators  of  Orinoco). 

Markwick  &  Smith,  21-3,  48-56    (Orinoco  and  llanos). 

TE.\CHER'S     ADDITIONAL     REFERENCE: 

Adams,   Ballon,   Ford,   Hartvvig,   Morris,   \'incent. 

Written  Work. 

1.  Locate  and  describe  the  Orinoco  River. 

2.  Tell  what  you  have  learned  about  the  llanos. 

2.  The  Guianas  and  Trinidad  are  the  only  SoutJi  American  colonies  left 
to  Europe. 

PUPILS'    READING: 

Coe.    321-4    (the  Guianas). 

Carpenter,  South  America,  342-50  (in  the  Guianas). 

Carpenter,   Australia  and  Islands,   321-9    (Trinidad). 

Hall,    196-7    (monkeys   of  Guiana). 

Hield,    143-64    (the   colonies;    people    of    Guiana). 

Herbertson,    78-91    (short   readings   on    British  (Guiana).  33-4  (pitch  lake  of  Trinidad). 

Johonnot,    Glimpses,    39,    38 1-6,    401-6    (trees  and  animal  life  of  Guiana). 

Kellogg,  Y\ustra!ia  and  islands,  226-33   (Trinidad). 

Markwick  &  Smith,  327-32  (the  Guianas),   332-4    (Trinidad). 

Tarr  &  McMurry,  Third  Book,  126-7  (the  Guianas). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,   Ballou,   Ford,   Hartwig,   Morris,    Vincent. 

Written  Work. 

1.  Name  and  locate  the  three  Guianas.    Tell  what  you  have  learned  about 

them. 

2.  Describe  Trinidad. 

3.  Colombia  and  Venezuela  are  unprogressive,  thinly  settled  countries, 
zvith  their  capital  cities  remotely  placed  in  the  high  mountains. 

PUPILS'    READINGS: 

By  land   and   sea,    77-81    (a   Venezuelan   railway). 
Coe,  308-12    (Colombia  and  Bogota),  313-20    (Venezuelan  cities). 
Carpenter,  29-38    (Colombia  and  Bogota),  334-42    (Venezuela  and  Caracas). 
Hield,    165-78    (the  northern   countries). 


58  teachers'   handbook   of  geography. 

Herbertson,  63-72    (short  readings  on   Venezuela),  165-6  (Magdalena  Kiver).  167-9  d'Ogota). 

Johonnot,  Reader.  383-90   (wilds  of  \'enezuela). 

Markwick  &   Smith.   31-56    (Colombia   described),    63-73    (\'enezuelan    cities),    73-94    (life    in 

Venezuela),   88-94   (products  of  N'cnezuela). 
Rupert,    164-9    (bad    government   in    Colombia). 
Starr,  28-32  (the  natives). 

Strange  lands  near  home,  44-51    (a  \'enezuelan  railway). 
Tarr  &  McMurry,  Third   Book,   127-9   (Venezuela). 

TEACHER'S     ADDITIONAL     REFERENXE: 

Adams,    Ballou,    Davis,    Ford,    Hartwig.    Morris,  \'incent. 

Written  Work. 

1.  Locate  and  describe  Bogota. 

2.  Tell  about  the  jMagdalena  River. 

3.  Locate  and  describe  Caracas. 

4.  Compare  Colombia  and  \  enezuela  witii  (>ur  own  republic. 

4.  Panama  is  nozv  a  republic,  independent  of  Colombia. 

>IAGAZINE     ARTICLES: 

Current    Literature,    Jan.    '04,    2-4    (the    people    of     I'anama    and     their     revolution),     30-35 

(youngest  and  weakest  of  nations). 
World's  Work,  Jan.  '04   (the  revolution). 
Review   of    Reviews,    starch    '04,   329-34    (the    cities    of    Panama    and    Colon;    the    backward 

Panamans  and  their  country;   action  of  the  United  States;  the  Panama  railway). 
Independent,    Jan.    7,   '04    (the   primitive,  unprogressive  country). 

Written  Work. 

1.  Locate  and  describe  the  Republic  of  Panama. 

2.  Tell  something  about  the  revolution  which  freed  it  from  Colombia. 

3.  Compare  the  cities  of  Panama  and  Colon  with  cities  in  our  own  country. 

5.  llie  great  Panama  eanal  is  nozc  being  dug  across  I  he  I  si  Inn  us. 

PUPILS'    READINGS: 

Coe,   312-13    (failure   of   the   French    company). 

Carpenter,    North    America,    351-2    (the    canal  region). 

Carpenter,     South    America,    9-16     (from     .\cw     York     to     Panama).     16-29     (t''e     Panama 

country). 
Herbertson,  54-6   (across  the  Isthmus). 
Johonnot,    Reader,    89-90    (Panama,  country). 
Markwick    S:    Smith,    49-50    (Panama    canal). 
Rupert,  133-5  fthe  canal  route  described). 
Tarr  He  McMurry,  Third  Book,  39^-0   m.ic  canal   route). 

.MAGAZLNE    ARTICLES: 

St.    Nicholas,    March    '04,    398-406    (story  of  the  canal). 

Scientific   American,   July   23   '04,    58-9    (relics  of  the  hVenchmcn's  failure). 
World's   Work,    F'eb.    '04    (what   the    Panama  canal  means  to  the   world). 
Review    of    Reviews,    329-34    (the    canal    route,  etc.). 

Written  Work. 

1.  What  will  be  the  use  of  the  Panama  canal?'     Locate  the  canal. 

2.  'i'eil  about  the  French  c(jnii)any"s  attem])t  to  l)uild  it. 

3.  Tell  ab(nit  the  tnjuble  in  getting'  workmen. 

4.  What  is  the  "  Canal  Zone  "? 

5.  \\  liat  has  our  go\'crnnient  to  do  witli  ilie  can;tl  project? 

Text-book  Review. 

'I  he  ])ertaining  material  in  the  text-book  is  now  to  be  used  as  a  summar\- 
and   review. 

l<<-(lway'»  Advanced  KfRraphy,  rro-ii. 
Irye'n  Advanced  KeoRrapliv,  140-1.  144. 
Tarr  8c  McMurry,  Third  Pmok,  125-33. 
Tarr  Sc    .McMurry,    Introductory   geography,  202-3. 


THE    COXTIXENT    OF    SOUTH     AMERICA.  59 

LA    PLATA    REGION. 

I  ,,   .  (Read  "  Note  on  Method,"  page  ^t,.) 

Lesson  Lnits.  ^  »     i    &     00  y 

I.  A  succession  of  far-reaching  grassy  plains  called  pampas;  the  home  of 
vast  herds  of  cattle  and  the  South  American  cowboy.  2.  A  great  com- 
mercial region,  with  railroads  and  large  cities ;  Buenos  Aires  is  the  largest 
city  in  the  southern  hemisphere.  3.  The  great  exports  are  cattle  products 
and  wheat. 

I.  A  succession  of  far-reaching  grassy  plains,  called  pampas;  the  home 
of  vast  herds  of  cattle,  and  the  South  American  conboy. 

PUPILS'    READINGS: 

Coe,   257-9    (the  pampas),   -;59-63    (life  of   the  gaucho). 

Carpenter,    174-7    (the   pampas),    177-81    (ranches    and    gauchos),     182-7     (the    provinces    of 

Argentina),  234-7    (mate). 
Hield,    194-208    (the   pampas  and  the  gauchos). 
Herbertson,    139    (mate),    142-5    (the  provinces),    145-52     (the    pampas),     152-4     (life    of    the 

gaucho). 
Johonnot,    Reader,   226-9    (the  gauchos). 
Kirby,    140-2   (the  pampas). 
Markwick  &  Smith,  213-15   (the  gauchos),  234-8,  256-65   (the  provinces  of  .\rgentina),  248-55, 

270-72    (home   life   in   .Argentina). 
Rupert,    170-71    (mate,   or  tea). 

Tarr    &    Mcilurry,    Third    Book,    120-21    (the  vast  cattle  ranges),   125    (mate). 
Wood,    1-7    (life  of  the   gaucho). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,   Bishop,   Morris,   Slocum,   Spear,   \'incent. 

Written  Work. 

1.  Describe  the  pampas. 

2.  Tell  something  of  the  gaucho  and  his  life. 

3.  Tell  about  mate. 


2.  A  great  commercial  region,  i^'itJi  railroads  and  large  cities;  Buenos 
Aires  is  the  largest  city  in  the  sout/iern  hemisphere. 

PUPILS'     RE.\DINGS: 

Coe,  249-50  (the  La  Plata  River),  263-5  (busy  Buenos  .\ires),  254-7  (Uruguay  and  Mon- 
tevideo),   250-4    (people   of    Paraguay). 

Carpenter,  192-200  (Buenos  Aires),  201-8  (Uruguay  and  Montevideo),  208-17  (up  the  Pa- 
rana).  21S-41    (the  fruitful   land  of    Paraguay).  • 

Herbertson,  126-7  (La  Plata  estuary),  127-30  (Montevideo  and  life  in  Uruguay),  133-6  (up 
the   Parana),    136-40   (Paraguay),    141-2   (Buenos  Aires),  62   (the  great  population). 

Markwick  &  Smith,  20,  256-7  (the  La  Plata  River),  239-47  (Buenos  .\ires),  265-72  (in- 
dustries of  .'\rgentina),  293-300  (^Montevideo  and  the  people  of  Uruguay),  276-86 
(people  of  Paraguay). 

Rupert,    188-91    (Argentina's  transcontinental  railroad). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Adams,  Bishop,  Morris,  Slocum,  Vincent. 

Written  Work. 

1.  Locate  and  describe  the  La  Plata  River. 

2.  Locate  and  describe  Buenos  Aires. 

3.  Locate  and  describe  Montevideo. 

4.  Compare  this  La  Plata  region  with  the  rest  of  .South  .\merica  as  to 

population  and  commerce. 


6o  teachers'    handbook   of   geography. 

3.  1  he  great  exports  arc  cattle  products  and  zclieat. 

PUPILS'    READINGS: 

Chase  &  Clow,  79-81    (hides  from  Argentina). 

Carpenter,    188-9J    (the   wheat   of  Argentina).  ' 

llcrbcrtson,   i3o-_'  (the  great  meat  trade). 

Mark  wick  &    Smith,   265-9    (cattic   of   the  La  Plata  countries). 

TEACIICR'S     ADDITIONAL     REFERENCE: 
Adams,  Bishop.   \'incent,  Ballou. 

Written  Work. 

1.  What  are  the  j^reat  exports  of  the  La  Plata  countries? 

2.  Tell  about  the  frozen  meat  trade. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Rcdway's  Advanced  geography,   109. 

Erye's  Advanced  geography,  144. 

Tarr  &  McMurry,  Third  Book,  118-25. 

Tarr  &  McMurry,  Introductory  geography,  203-4. 


PATAGONIA    AND    "THE    LAND    OF    FIRE." 

(Read  ""  Xote  on  Method,"  page  53. ) 

Lesson  Units. 

I.  Patagonia  is  a  dry.  barren,  and  almost  uninhabited   land.     2.  Tierra 

del  Fuego  is  an  archipelago,  cold,  bleak,  and  lonely;  two  of  its  features  are 

Cape  Horn  and  the  stormy  strait  of  Magellan. 

I.  Patagonia  is  a  dry,  barren,  and  almost  iininliabited  land. 

PUPILS'  READINGS: 

Coc,  266-8  (Indians  and  rheas). 

Carpenter,   167-73    (Patagonia  described;    "ostriches,"  etc.). 

Hicid,  208-18    (Patagonia,   Indians,   "ostriches,"   etc.). 

Hall,  204   (Patagonia). 

Hcrbcrtson,  154-7  (Patagonia). 

Kirby,    132-7   (Patagonia). 

Markwick  &  Smith.  233-4   (^thc  Patagonians). 

Rupert,    192-6    (Indians  of   Patagonia). 

Shaw,  92-7  (Patagonia,  ostriches,  etc.). 

Starr,   2832    (Indians  of  Patagonia). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,    Ballou,   Bishop,   Morris,    Spear,    Slocum,  N'incent. 

Written  Work. 

1.  Locate  Patagonia  and  describe  the  country. 
J.    itli  about  the  Indians  of  Patagonia. 

3.  Tell  about  the  ostriches,  and  how  they  arc  caught. 

2.  Tierra  del  J-'uego  is  an  archipelago,  cold,  bleak,  and  lonclv;  tivo  of  its 
features  arc  Cape  Horn  and  the  stormy  strait  of  Magellan. 

PUPIL.V    READING: 

Coe,  286-7   '•''«  Strait,  an<l  Tierra  del   I'ucgo). 

<'arpcntcr.    South    Amcrira.    151  9    (Strait     ol     .MaKillan).     i  <;9-62     (the    southernmost     town 

on  earth),   154  6  fthc  FucRlans),  162  7    (Tierra  del   Fuego). 
<  .irnrntcr,    Auntralia   and   inlands.   383  4    (the   lalklands). 
Ilicld.  317-8  (I'urRians). 


THE    COXTIXENT    OF    SOUTH    AMERICA.  6 1 

Herbertson,   157-9   (Tierra  del  Fuego),  159-62   (Falkland  Islands). 
Ingersoll,  69-70   (story  of  Magellan). 
Kellogg,  431-6   (Tierra  and  Falklands). 
INIcMurry,    165-77   (Magellan's  great  voyage). 

Markwick  &  Smith,   18-19   (Tierra  del   Fuego),   334    (the  Falklands). 

Sailing  alone  around  the   world,  by   Captain  Joshua   Slocum,   contains   unusually  interesting 
reading  on   Magellan's  Strait,  the  Fuegians,    Punta  Arenas,  etc. 

TEACHER'S     ADDITIONAL     REFERENCE: 
Adams,  Ballou,  Slocum,  Spear,  Vincent. 

\\'ritten  Work. 

1.  Locate  and  bound  Tierra  del  Fuego.     What  does  the  name  mean? 

2.  Tell  how  the  strait  was  discovered. 

3.  Describe  the  strait,  and  the  country  about  it. 

4.  Name  and  locate  the  southernmost  town  in  the  world. 

5.  Describe  the  location  of  Cape  Horn. 

6.  Tell  what  vou  have  learned  about  the  Falkland  Islands. 


THE    HIGH    ANDES. 

(Read  '"  Note  on  Alethod,"  page  53.) 
Lesson  Units. 

I.  The  highest  mountain  land  in  the  world,  outside  of  Asia;  with  crests 
cf  eternal  snow  and  plateaus  that  are  cool  and  pleasant.  2.  Here  lived  the 
Incas  of  old,  whom  Pizarro  overthrew.  3.  There  are  rich  mines  of  gold 
and  silver,  and  llamas  are  the  beasts  of  burden. 


■     I.   Tlic  higlicst  mountain  land  in  the  zcurld,  outside  of  Asia;  teith  ercsts  of 
eternal  snozv  and  plateaus  that  are  eool  and  pleasant. 

PUPILS'     READINGS: 

Coe,   268-70    (the  high  Andes),   301-2    (Lake  Titicaca),   303-8    (Quito,   a  mountain   city). 
Carpenter,    115-23    (the    Chilian    Andes),     44-50     (Peruvian    Andes),     67-81     (the     northern 

Andes),  29-39   (physical  Ecuador  and  Colombia),  81-6  (Lake  Titicaca),  S7-94   (.tiolivian 

Andes). 
Hall,  65-8    (the  Andes). 

Hield,    1S0-4    (volcanoes),    202-3     (condors). 
Herbertson,    166-72    (the    Colombian   Andes),  167-9   (Bogota,  an  Andean  city),   172-9   (Andes 

of    Ecuador),    183-4    (Andes   of   Peru),    196-7,    211-24    (Chilian   Andes),    94-6    (Bolivian 

Andes),    190-6    (Bolivian    plateau),    225-6    (condors). 
Johonnot,  Reader,  63-9   (Lake  Titicaca). 
Kirby,   Fireside,    142-5    (climbing  the   Andes). 
Markwick   &    Smith,    161-4    (Bolivian   Andes),   129-44  (cities  and  mountains  of  Peru),   17-18 

(the  Andes  in   general),    101-5    (Quito),   1 10-17  (Andes  of  Ecuador). 
Rupert,  171-7  (in  and  about  Quito). 

Stockton,   125-7   (the  condor),    130-39    (snowstorm  in  the  Andes),  269-72  (volcanoes), 
'iarr  &  McMurry,  Third  Book,   129-45    (the  Andean  countries). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Aaams,  Ballou,  Bishop,  Conway,  Davis,    Morris,  Vincent,  Whymper,  Orton,  Hartwig. 

Written  Work. 

1.  Where  are  the  Andes?    How  do  they  rank  in  height? 

2.  Describe  Quito  and  its  climate.     Explain  the  climate. 

3.  Tell  about  the  Bolivian  plateau  and  Lake  Titicaca. 

i^.  Tell  about  the  condors  and  the  region  they  like  to  live  in. 


62  TEACHERS'     HANDBOOK    OF    GEOGRAPHY. 

2.  Here  lived  the  Iiieas  of  old,  ivhoni  Pizarro  02'erflirc:<.'. 

PUPILS'    READINGS: 

Coe,  287-9  (tlie  Incas). 

Carpenter,   80-86    (Inca   relics  at    Lake   Titicaca),    48-58,    78-81     (descendants   of    the    Incas). 

Hieid,   74-88   (ruins  in  Bolivia). 

Johonnot,    Reader,    63-9    (Lake   Titicaca   and  the  Indians),  306-9    (roads  of  the   Incas). 

Johonnot,   Stories,   58-39    (Pizarro   and  the  Incas). 

Markwick  &   Smith,   95-7,    117-19-    148-57    (Pizzaro  and  the  Incas). 

Rupert,  26-8  (Incas  of  Peru). 

Starr,  26-8   (the  Incas). 

Tarr  &  McMurry,  Third  Book,   108-9   (the  Incas). 

Rocheleau,   Minerals,    165-6    (I'izarro  and  the  Incas). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Ballou.   Conway,   Morris,  \'incent,  W'hymper. 

Written   AX'ork. 

!_.  Tell  the  story  oi  Pizarro  and  the  Incas. 

2.  What  relics  of  the  Incas  are  still  to  be  seen  ? 

3.  Tell  about  the  descendants  of  the  Incas. 

3.   There  are  rich  mines  of  geld  and  silrer.  and  llamas  are  the  beasts  of 
burden. 

PUPILS'    READINGS: 

Coe,  299-300   (llamas). 

Carpenter,    74-7,    141-4,    175-6    (llamas),    95-100    (mines  of  the  Andes). 

Hield,   50-60   (gold  and  silver  mines),   70-3   (llamas). 

Ilerbertson,  184-7   (Hamas). 

Kirby,   146-50   (llamas). 

Markwick  &   Smith.    127-37,    169-73    (the   mines  of  the   Andes),    131-2    (llamas). 

Parker,   230-7    (silver  of  Potosi). 

Strange  lands  near  home,  89-92   (llamas). 

Rocheleau,    Minerals,    165-6    (the   gold   of  the  Incas). 

TEACHERS    ADDITIONAL     REFERENCE: 

Adams,    liallmi,    I'.ishop,   Conway,   Morris,  Orton,    Slocum,   Spear,   N'incent,  W'hymper. 

Written   Work. 

1.  Tell  what  you  have  learned  about  llamas. 

2.  Tell  about  the  gold  and  silver  of  the  Andes. 

Text-book  Review. 

The  pertainiuf^  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Reuwav's  Advanced  geography,    103,    1 10-11. 

Fryc's  Advanced  geography,   137-8. 

Tarr   &    McMurry,   Third    Book,   96-100,    107-9,    129-42. 

Tarr  &   McMurry,  Introductory  geography,  204. 


THE    WEST    SLOPE. 

Lesson   I'nits.  "'^^'''^'^  "  ^''^^^'  '"^   ^'^•t'""!-"  l>a.^c>  53.) 

I.  The  west  slope  is  wet  in  the  norlh  and  south,  and  a  desert  between. 
2.  The  Cliilcans  arc  the  mf)sl  progressix'e  ])e()plc  of  [hv  west  sloiie;  they 
have  well-built  cities  and  a  busy  trade. 

I.    l  he  iK'est  slof'e  is  leet  in  the  north  and  santh.  and  a  desert  het-iceen. 

PI  TILS'    KEADLNGS: 

Carpenter,  50-3    (the  ilescrt  of  .\tacania>,    52-3,    loo-io    (the   twn    tliiii;ilis   i^i    (  liilcl,    137  44 

(the  wetness  of  sonlliern   C"hile),    102-7  (tlic  nitrate  desert ). 
Ilicid,  45-8   (tlic  Kuano  country). 


THE    CONTINENT    OF    SOUTH     AMERICA.  63 

Herbertson,    18^-3,    207-11     (the    Atacama    desert),  200-2    (the  wet  south),    202-4    (climate  of 

Chile). 
Tarr  &  McMurry,  Third  Book,   100-3   (causes  of    Chile's   climate). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,  Ballou,  Bishop,  Hartwig,  jMorris,    Orton,    \'incent. 

Written  Work. 

1.  Describe  the  west  coast  climate. 

2.  Tell  about  the  two  climates  of  Chile. 

2.   The  C/iilcaits  arc  the  most  progressive  people  of  the  leest  slope;  they 
have  zeell-biiilt  cities  and  a  busy  trade. 

PUPILS'    READINGS: 

Carpenter,   38-43    (Guayaquil),    54-8    (Peruvian    farmers),    58-68    (Lima),    100-7    (^t'le   nitrate 

desert  of  Chile),  108-15,   123-30  (two  Chilean  cities),   115-23   (a  railroad  in  Chile),   130-7 

(farmers  of   Chile),    144-50    (Chilean  coal),    137-44   (southern  Chile). 
Coe,  274-85   (people  of  Chile),  289-99  (impoverished  Peru). 
Herbertson,    197-202    (Chile    described),    205-6    (Chilean    cities),    211-24    (passes    across    the 

mountains). 
Hield,  50-60   (people  of  Chile). 
Markwick   &    Smith,    105-9    (Guayaquil),    129    (Callao),    137-44    (Lima),   318-27    (the   Chileans 

and    their    cities),    312-18    (the    nitrate   deposits). 
Rupert,    185-8    (X'alparaiso),    188-91     (traveling  in  Chile). 
Tarr  &   McMurry,   Third  Book,    144-S    (progressive  Chile),   143-4  (the  nitrate  beds). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Adams,   Ballou.    Bishop,   Conway,   Hartwig,    [Morris.    \  incent,    Redway,    New    Basis,    p.    99. 

\\'ritten   Work. 

1.  Tell  what  you  have  learned  about  the  people  of  Chile,  an(J  their  cities. 

2.  Describe  the  nitrate  industry. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,   109-10. 

Frye's  Advanced  geography,   144. 

Tarr  &  McMurry,  Third  Book,  i33'45- 

Tarr  &  McMurry,  Introductory  geography,  204-5. 


64  teachers'   handbook   of  geography. 

BOOKS   CITED  IX  THE  READINGS  OX  XORTH  AMERICA. 

List  I.      (Books  especially  adapted  for   supplementary   reading.) 

Allen,   Cliildrcn  of  the  palm  lands Ed.    Pub.    Co.      50c. 

Andrews,   Seven   little   sisters Ginn  &  Co.    50c. 

Andrews,  Each  and  all Ginn  &  Co.    50c. 

Andrews,  Stories  Mother  Nature  told Ginn  &  Co.    50c. 

Andrews,  Ten  boys  on  the  road Ginn  &  Co.    50c. 

Beal,  Information  reader  No.  i Boston  School  Sup.  Co.     6oc 

Bradish,  Stories  of  country  life American  Book  Co.    45c. 

Brooks,  Century  book  for  young  Americans Century  Co.     $1.50. 

Blaisdell,  Child  life  in  many  lands Islacmillan.     36c. 

Companion  series,  Greater  America Perr^^,  Mason  Co.  50c. 

Companion  series,  Our  country  west Perry,  Mason  Co.  50c. 

Companion  series.  Our  country  east Perry,  Mason  Co.  50c. 

Companion  series,  Talks  about  animals Perry,  ]\Iason  Co.  50c. 

Companion   series,   By  land  and  sea Perrj^,  Mason  Co.  50c. 

Carpenter,  Geographical  reader:  Xorth  America...  American  Book  Co.     6cc. 

Carpenter,  Australia  and  islands  of  the  sea American  Book  Co.     6oc. 

Chamberlain,  How  we  are  fed Macmillan.     40c. 

Chamberlain,  How  we  are  clothed Macmillan.     40c. 

Clifford,  Information  reader  No.  2 Boston  School  Sup.  Co.     60. 

Chase  &  Clow,  Stories  of  industry,  Vol.  I Ed.  Pub.  Co.    40c. 

Chase  &  Clow,  Stories  of  industry,  Vol.  II Ed.  Pub.  Co.     4GC. 

Carver  &  Pratt,  Our  Fatherland Ed.  Pub.  Co.     50c. 

Carroll,  Around  the  world.  Book  II Morse  Co.     50c. 

Carroll,  Around  the  world.  Book  III Morse  Co.     50c. 

Coe,  Our  American  neighbors Silver  Burdett.     60c. 

Dodge,  A  reader  in  physical  geography Longmans.  Green  &  Co. 

DuChaillu,  Land  of  the  long  night Scribner.     $2.00. 

Eggleston,  Stories  of  American  life  and  adventure. .  American  Book  Co.     50c. 

Ed.  Pub.  Co.,  Children  of  the  world Ed.  Pub.  Co. 

Frost,    Modern    explorers Cassell.     $1.00. 

Fairbanks,  Home  geography Ed.  Pub.  Co.     60. 

Fairbanks.  Story  of  our  Mother  Earth Whitaker  &  Ray  Co.     50c. 

George,  Little  journeys:  Mexico  and  Canada A.    Flanagan,   Chicago.     50c. 

George,  Little  journeys:  Cuba  and  Porto  Rico ^.    Flanagan,   Chicago.     50c. 

Horton,  The  frozen  north Heath.     40c. 

Hall,  Our  world  reader Ginn  &  Co.     50c. 

Herbertson,  North  America Black.     75c. 

Herbertson,  Central  and  South  America Black.     70c. 

Ingersoll,  The  book  of  the  ocean Century   Co.     $1.50. 

Johonnot,  Stories  of  other  lands American  Book  Co.     40c. 

Johonnot,  Glimpses  of  the  animate  world American   Book  Co.     $r.oo. 

Johonnot,  Geographical   reader    American  Book  Co.     $r.oo. 

Jordan,  True  talcs  of  birds  and  beasts Heath.     40c. 

Jordan,  Malka  and  Kotik Whitaker  &  Ray  Co.     $1.50. 

Kellogg,  Australia  and  islands  of  the  sea Silver  Burdett.     68c. 

King,  Geographical  reader.  Book  11 Lee  &  Shepherd.     7.2c. 

King,  Geographical  reader,  Book  III Lee  &  Shepherd.    56c. 

King,   Geographical   leader.   Book   I\' Lee  &  Shepherd.    56c. 


BOOKS    CITED     IX    READINGS     OX     NORTH    AMERICA.         65 

King,    Geographical   reader,   Book   V Lee  &  Shepherd.    56c. 

Kirby,  Aunt  Alartha's  corner  cupboard Flanagan,     goc. 

Kirbj',   The   world  by   the   fireside Nelson.     $1.75. 

McMaster,  Primary  history  of  the  United  States...  American  Book  Co.     60c. 

McMurry  (Charles),  Pioneers  on  land  and  sea....  Macmillan.     40c. 

Muller,  Little  people  of  the  snow American  Book  Co.     35c. 

Mowry,  American  inventors  and  inventions Silver  Bnrdett.     65c. 

]\liln,  Little  folks  of  many  lands Scribner.     $4.00. 

Pratt,  America's  stor}'-  for  America's  children Heath.     40c. 

Pratt,  Stories  of  Massachusetts Ed.  Pub.  Co.     6oc. 

Pratt,    Northern    Europe Ed.  Pub.  Co.     40c. 

Pratt,  Cortez  and  Montezuma Ed.   Pub.   Co.     30c. 

Parker,  Information  reader  No.  3 Boston  School  Sup.  Co.    60c. 

Rocheleau,   Products  of  the   soil A.  Flanagan.     50c. 

Rocheleau,    ^Minerals A.  Flanagan.     50c. 

Rupert,  Geographical  reader Leach,   Shewell  &  Son.     65c. 

Starr,   Strange  peoples Heath.     40c. 

Schwatka,  Children  of  the  cold Ed.    Pub.    Co.     $1.25. 

Schwatka,  Land  of  cave  and  cliff-dwellers Ed.    Pub.   Co.     $1.25. 

Shaw,  Big  people  and  little  people American  Book  Co.     30c. 

Stockton,  Tales  out  of  school Scribner.     $1.50. 

Scandlin,  Hans  the  Eskimo Silver  Burdett.     42c. 

Shaler,  Story  of  our  continent Ginn  &  Co.     75c. 

Shaler,  First  book  in  geology Heath.     6oc. 

Smith  (Mary) ,  Eskimo  stories Rand-McNally.     35c. 

Smith  (Minna),  Our  own  country Silver  Burdett.     5CC. 

Sexton,  Stories  of  California Macmillan.     60c. 

Seabury,  Porto  Rico Silver  Burdett  Co.     50c. 

Tarr  &  ]\Ic]Murry,  Geography:  Second  Book  (North 

America)    Macmillan.     75c. 

Tarr  &  McMurry,  Geography:   Third  Book  (Europe 

and  other  countries) IMacmillan.     75c. 

Tarr  &  McMurry,  Geography:    New  England  Sup- 
plement    }^Iacmillan. 

Tarr  &  Mc]Murry.  Geography:    New  York  Supple- 
ment      Macmillan. 

Tarr    &    Mc^ilurry.    Geography :     Virginia    Supple- 
ment      Macmillan. 

Tarr  &  McMurry.  Geography:  Texas  Supplement.  .  ]\liacmillan. 

Tarr  &  McMurry,  Geography:    Pennsylvania   Sup- 
plement      ^Macmillan. 

Tarr  &  McMurry,  Geography:    Ohio  Supplement...  ]\lacmillan. 

Tarr  &  McMurry,  Geography:    Kansas  Supplement..  Macmillan. 

Tarr  &  McMurry.  Geography :    LTali  Supplement...  r\facmillan. 

Tarr  &   IMc]Murry,   Geography:     California   Supple-  ^ 

ment    Macmillan.     30c. 

Wade,   Our  little  Eskimo  cousin L.   C.   Page  &  Co.     50c. 

Wade,  Our  little  Cuban  cousin L.   C.  Page  &  Co.     50c. 

Wade.  Our  little  Porto  Rican  cousin L.   C.   Page  &   Co.     50c. 

Wood,  Primer  of  political  economy Macmillan.     50c. 

Winterburn,  The  Spanish  in  the  southwest American  Book  Co.     55c. 

Youth's  Companion  series.  The  wide  world Ginn  &  Co.     25c. 

Youth's  Companion  series,  Strange  lands  near  home.  Ginn  &  Co.     25c. 

Youth's  Companion  series.  Industries  of  to-day....  Ginn  &  Co.     25c. 


66  teachers'    handbook   of  geography. 

List   II.      (Books  useful   for  teacher's  readings,  but  not  easily  broken  up 
into   assigned   readings    for   pupils.) 

Adams,    Commercial    geography Appleton.     $1.30. 

Brigham,  Geographical  influences  in  American  his- 
tory     Ginn  &  Co.     $1.25. 

Ballou,  Footprints  of  travel Ginn  &  Co.     8oc. 

Ballou,  Aztec  land Houghton,  Aiittiin  &  Co.     $1.50. 

Ballou,  The  New  El  Dorado Houghton.  Mifflin  &  Co.    $1.50. 

Blake  &  Sullivan,  Mexico Lee  &   Shepherd.     $1.25. 

Chisholm,  Handbook  of  connnercial  geography Longmans,  Green  &  Co.     $4.00. 

Davis,  Physical   geography Ginn  &  Co.     $1.25. 

Dryer,  Lessons  in  physical  geography American   Book   Co.     $1.20. 

DuChaillu,  Land  of  the  midnight  sun.  Vols.  1,  II..  Harper.      $5.00. 

Eggleston,  Montezuma Dodd.  Mead  &  Co.     $i.co. 

Frye,  Advanced  geography Ginn  &  Co.     $1.25. 

Greene,  Coal  and  the  coal  mines ■ Houghton.    Mifflin   &   Co. 

Gilbert  &  Brigham.  Introduction  to  physical  geog- 
raphy    Appleton. 

Hough,    Story   of  the   cowboy Appleton.     $1.50. 

Lummis,  Some  strange  corners  of  our  counny....  Century  Co.     $1.50. 

Lummis,   A   New   Mexico   David Scribner.     $1.25. 

Muir.   Mountains  of  California Century  Co.     $1.50. 

Oxley,   Romance   of   commerce Crowell.     $1.25. 

Ralph,   Dixie Harper.     $2.50. 

Redway,  New  basis  geography Macmillan.     $1.00. 

Redway,    Advanced    geography American  Book  Co.     $1.40. 

Smith    (F.  Hopkinson),  A  white  umljrella  in   Alex- 

ico   Houghton.  Mifflin  &  Co.    $1.50. 

Stoddard,   Lectures :    Mexico Balch.      $3.00. 

Stoddard,  Lectures :    Canada Balch.      $3.00. 

Stoddard,  Lectures  :  California  ;  Grand  Canon  ;  Yel- 
lowstone   Park    Balch.     $3.00. 

Shaler,  Aspects  of  the  earth Scribner.     $2.50. 

Vincent,  In  and  out  of  Central  America .Appleton.     $2.00. 


THE    CONTINENT    OF    NORTH    AMERICA. 


PHYSICAL  NORTH  AMERICA. 

For  these  physical  studies  there  is  no  material  suitable  for  use  as  supple- 
mentary reading  by  the  pupils.  Therefore,  while  the  device  of  lesson  units 
is  made  use  of  here,  as  in  the  descriptive  work,  the  readings  cited  are  all 
intended  for  the  teacher  herself. 


T-  TT  •  Strlxture. 

Lesson  Units. 

I.  North  America  has  four  great  parts — three  plateaus  and  a  central  low- 
land. The  central  lowland  projects  an  arm  to  the  east  and  forms  the  Atlantic 
coastal  plain.  2.  North  America  has  a  broken  coast-line,  with  many  good 
harbors ;  and  her  rivers  open  navigation  into  the  heart  of  the  continent. 
3.  The  northern  half  of  North  America  was  long  ago  invaded  by  a  great 
ice-sheet ;  and  most  of  the  lakes  are  a  product  of  this  glacial  period. 

I.  North  America  has  four  great  parts — three  plateaus  and  a  central 
lozvland.  The  central  loii'land  projects  an  arm  to  the  east  and  forms  the 
Atlantic  coastal  plain. 

TE.\CHER'S    READING: 
Brigham,   70-87,   173-82. 
Shaler,  Story  of  our  continent,  90-102. 
Shaler,   First   book   in   geology,    107-12. 
Davis,   117-26,    129-36,    161-74,    188-95,  ^9-'-5.   350-4- 
Dryer,   68-80,   178-89,   229-38. 

Gilbert   &   Brigham,    57-60,    151-4,    155-8,    160-7,    168-79,    '79-85- 
Redway.  New  basis,  96-7. 

Redway's  Advanced  geography,   45-6,   49-53,   10. 
Frye's  Advanced  geography,  8,   17-18,  64-71. 
Tarr  &  McMurry,  Second  Book,  5-10. 
Tarr  S;  McMtirry,  Pennsylvania  Supplement,    3-12. 
Tarr  &    McMurry,   Texas    Supplement,    3-13. 
Herbertson,   North  America,  xiv-xxi. 
Dodge,   19-23,   76-80,  89-96,   137-53- 

In  preparation  for  the  physical  study  of  North  America  draw  on  the  black- 
board a   mass   map   of  the  continent.     This   map   is   to   be   preserved    for 
.reference  throughout  the  teaching  of  North  America.    (Fig.  i.)    Beside  the 
map   draw   three   profiles  on   parallels,   on   parallels   60.   40,   and   20  north. 
(Fig.  6.) 


68 


TEACHERS      HANDBOOK     OF    GEOGRAPHY 


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6oK 


UC  ti. 


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Fiff.  6.     Profiles  of  North   America. 


In  this  study  the  pupils  will  open  their  text-books  to  the  physical  map  of 
North  America.  The  lessons  will  utilize  this  text-book  map,  the  blackboard 
map,  and  the  profiles,  in  conjunction. 

Have  the  pupils  discover  what  the  colors  of  the  map  mean,  by  reading 
the  explanation  in  the  lower  corner.  Let  them  locate  and  name  the  four 
great  features — the  Rocky  Mountain  highland,  the  Appalachian  highland,  the 
Laurentian  highland,  and  the  central  lowland  (  with  its  extension,  the  Atlantic 
plain). 

Let  individual  pupils  now  step  to  the  blackboard  map  and  locate  the  same 
features,  while  the  class  watch  critically.  Repeat  this  with  various  pupils 
until  the  text-book  map  and  the  blackboard  map  become  mutualh-  interpre- 
tative. 


I-'i^.  ".      If  Xortli   .America  sliould  subside  a  thousand  feet. 

L.xpiain   the   meaning  of  ymir  blackboard   profiles   and   have   individuals 
come  up  and  point  out  in  them  tlic  l\ocky  Mountain  highland   (or  plateati : 


THE    COXTIXEXT    OF    NORTH     AMERICA.  69 

use  the  terms  interchangeably j,  the  Appalachian  plateau,  the  central  low- 
land, and  the  Atlantic  plain. 

Regard  the  lowlands  as  being  less  than  1,000  feet  in  elevation  and  the 
highlands,  or  plateaus,  as  being  1,000  feet  or  over.  Elicit  that  if  the  conti- 
nent should  sink  1,000  feet  into  the  sea  the  three  plateaus  would  become 
islands.  On  the  blackboard  draw  a  rough  outline  of  North  America  and  have 
individual  pupils  come  up  and  draw,  wdthin  it,  the  coast-lines  of  these  three 
islands  as  they  would  then  appear.     (Fig.  7). 

Elicit  the  difference  between  a  plateau  and  a  mountain  and  have  each 
form  pointed  out  in  the  profiles. 

Elicit  that  the  Rocky  Mountain  plateau  is  greatly  longer,  broader,  and 
higher  than  either  of  the  eastern  plateaus.  Denver  is  about  a  mile  in  elevation 
(5,200  feet),  and  this  may  be  taken  roughly  as  the  average  for  the  plateau. 
In  ]\Iexico  it  is  higher;  the  City  of  Mexico  is  in  a  plateau  valley  7.500  feet 
in  elevation.  The  Appalachian  and  Laurentian  plateaus  are,  roughly,  only 
2,000  feet  in  altitude. 

Compare  some  of  the  high  peaks  of  the  Rockies  wath  those  of  the  Appa- 
lachians (in  round  figures)  :  Pike's  Peak,  Colorado,  14,000  ft.;  Popocatepetl, 
Mexico,  17,000;  McKinley,  Alaska,  20,000.  Mt.  Washington,  New  Hamp- 
.shire,  6,300 ;  Mitchell,  North  Carolina,  6,700.  Note  that  the  City  of  Mexico, 
on  the  plateau  floor,  has  a  greater  elevation  that  any  peak  of  the  Appa- 
lachians. 

How  do  the  plateau  and  peak  elevations  of  the  Rockies  compare  w^ith 
those  of  the  Andes?     (See  p.  44.) 

On  the  text-book  map  let  the  pupils  trace  the  central  plain  from  the  Gulf 
to  the  Arctic  coasts.  Where  is  it  narrowest?  What  four  great  rivers  lie 
in  this  plain?  (Alississippi,  St.  Lawrence,  Nelson,  ^^lackenzie.)  Locate 
and  describe  each  (source,  direction  of  flow,  and  receiving  bodv  of  water). 
Trace  the  Atlantic  plain  and  describe  its  location.  Let  individual  pupils 
indicate  these  features  on  the  blackboard  map. 

Let  the  class  trace  the  divide  of  the  St.  Lawrence  basin,  separating  it 
from  other  basins.  Note  that  nearly  everywhere  this  divide  is  less  than 
2,000  feet  in  elevation,  remarkably  low  for  a  great  river  basin.  Compare 
with  western  divide  of  the  Mississippi  basin. 

Written  Work. 

1.  Name  the  four  great  features  of  North  America. 

2.  If  the  continent  sank  a  thousand  feet  into  the  sea  how  would  its  coast- 

lines change  ? 

3.  By  means  of  a  diagram  show  the  difference  between  a  plateau  and  a 

mountain. 

4.  Compare  the  Rocky  ^Mountain  plateau  with  the  Appalachian  plateau. 

5.  About  how  high  is  the  Rocky  Mountain  plateau  ?    \Miere  is  it  highest  ? 

6.  Compare  the  Rockies  with  the  Andes  in  elevation. 


JO  teachers'    handbook   of   geography. 

2.  Xortli  America  lias  a  broken  eoast-line,  zeit/i  many  good  harbors;  and 
Iter  rirers  open  navigation  into  the  Jieart  of  the  continent. 

TEACHER'S    READING: 
Dryer,  95,   227-9. 

Urighani,   53-6,  72-4,   105-6,   127-41. 
Gilbert  &  Brigham,   lo-ii,  302-16. 
Davis,  95-7,   195-7,  -96. 
Shalcr,  Aspects,   7-9. 

Shaler,  Story  of  our  continent,  84-8,  102-12,  247-9. 
Chisholm,  382-3. 

Adams,   17,    18,    19.   22-6,   38,  45,    149-53.    i57-6i. 
Reaway,   New   basis,   96-7,   83-8. 
Redway's  Advanced  geography,   lo-ii,  21. 
Tarr  &   McMurry,    Second   Book,    19-21,    124-6. 
Tarr    &    McMurry,    Texas    Supplement,    3-5. 
Tarr   &   McMurry,    California   Supplement,   10-14. 
Frye's  Advanced  geography,    12-13,   59- 
Herbertson,   North  America,  xvii,  xx-xxi. 
Ralph,   1-43. 

Channing    (Students'   history   United   States),   11-15. 
Dodge,    11-13,    105-8,  89-96,   165-70. 
Oxley,    190-96    (the   possibilities   of   Hudson's   Bay). 

With  the  blackboard  map  and  the  text-book  poHtical  map  before  the  pupils, 
teach  that  river  steamers  operate  as  far  up  as  St.  Paul,  on  the  ^^lississippi  ;* 
Fort  Benton,  Alontana,  on  the  Missouri ;  and  Pittsburg  on  the  Ohio ;  and 
that  steamers  of  the  largest  type  traverse  every  part  of  the  Great  Lakes. 
The  falls  and  rapids  in  the  St.  Lawrence  are  remedied  by  canals,  and  cargoes 
are  sent  from  the  Great  Lakes  to  the  sea.  Note  Duluth  and  Chicago  as  the 
heads  of  navigation  in  the  Lake  basin.  The  Atlantic  and  Gulf  rivers  are 
navigable  to  the  beginning  of  the  highlands. 

In  teaching  about  the  coast-line  and  harbors,  use  the  detailed  maps  of 
sections,  in  the  text-book  (N-ew  England  section,  Gulf  section,  etc.).  Talk 
a  little  with  the  class  about  the  significance  of  good  harbors.  Specifically, 
what  is  a  harbor?  A  sheltered  bay  or  inlet  where  vessels  may  load  and 
unload,  or  ride  at  anchor  without  fear  of  storms.  Elicit  that  without  suit- 
able harbors  a  country  cannot  partake  in  ocean  trade. 

Show  that  the  Atlantic  coast  of  the  United  States  has  many  fine  harbors, 
from  Maine  to  Qiesapeake  Bay ;  while  the  Pacific  Coast  has  only  two  harbors 
of  the  finest  type — San  Francisco  Bay  and  Puget  Sound.  The  Columbia 
estuary  is  of  am])le  dimensions,  but  is  fronted  by  a  dangerous  Ijar.  Teach 
about  '■  drowned  rivers,"  or  fiords,  of  which  most  of  these  harbors  arc 
types. 

Show  that  our  .Southern  States  have  no  really  good  harbors  south  of 
Xorfolk ;  the  reason  being  that  the  Atlantic  plain  continues  out  under  the 
sea,  making  shallow  coast  waters,  with  sandbars  across  the  river  mouths. 
.\lbemarle  and  Pamlico  sounds  look  like  great  harbors  on  the  map.  hut  they 
are  shallow  inlets  Ijehind  sandbars,  and  useful  only  in  the  coasting  trade, 
where  small  vessels  are  used.  New  Orleans  has  a  good  harbor,  but  it  is  not, 
strictly  sjx'aking,  a  coast  harbor,  being  a  hundred  miles  up  the  river. 
Cialveston's  busy  harbor  is  largely  artificial,  being  a  shallow  lagoon  lichind  a 
sandbar,  which  the  riovernment  has  dredged  deep  enough  to  admit  ocean- 
going vessels. 

•  Its  navigable   waters  extend   to   seventeen    states. 


THE    COXTIXEXT    OF     NORTH     AMERICA.  71 

Written  Work. 

1.  Tell  how  our  rivers  help  our  commerce. 

2.  Name  three  heads  of  navigation  in  the  ^Mississippi  X'alley. 

3.  Name  two  in  the  Great  Lake  system. 

4.  What  is  a  harbor? 

5.  \Miere  are  the  good  harbors  of  the  United  States? 

6.  Why  are  the  harbors  of  the  Southern  States  comparatively  poor? 

3.  TJic  northcni  half  of  Xorth  Amciica  'i^as  lung  ago  covered  by  a  great 
ice  sheet;  and  most  of  the  lakes  are  a  product  of  this  glacial  period. 

TEACHER'S    READINGS: 
Davis,   330-46. 
Dryer,  108-22,   122-48. 
Gilbert  &   Brighani,    10,    iig-32,    132-50. 
Brigham,  41-5,   115-24,  151-2. 
Redway's  Advanced  geography,  19-20. 
Frye's  Advanced  geography,   10,  88. 
Tarr  &  ]McMurry,  Second  Book,   12-18. 
Tarr  &  McMurry,  New  England  Supplement.  7-12. 
Tarr  &  McMurry,  Pennsylvania  Supplement,   13-19. 
Tarr  &  McMurry,  Ohio  Supplement,  2-/. 
Tarr  &  McMurry,  Utah  .Supplement,  16-19. 
Tarr  &  JiIcMurry,  California  Supplement,  49-50. 
Herbertson,  Xorth  America,  xiv,  29. 
Shaler,  Aspects,   179-81. 
Shaler,  First  Book  geology,   125-g. 
Shaler,    Story   of   our    continent,    65-75,    79-8o,  84. 
Dodge,  121-32,  132-6. 

The  map  on  page  48  of  Redway's  Advanced  Geography  shows  the  limits  of 
the  glacial  drift.  Other  maps  of  the  glacial  area  are  given  in  Tarr  &  'Slc- 
Murry.  second  book,  p.  14;  Dryer,  125;  Davis,  332;  Gilbert  &  Brigham,  145. 
Note  that  nearly  all  of  the  lakes  of  our  continent  are  within  this  glaciated  area. 

Give  the  class  an  idea  of  the  immensity  of  this  ancient  ice  sheet.  It  is 
estimated  to  have  been  over  5,000  feet  thick  (nearly  a  mile!).  Tell  how 
the  slow-moving  glaciers  ground  out  new  valleys  and  filled  old  ones.  It 
utterl}-  changed  the  face  of  the  land  over  which  it  advanced  and  receded. 
Xow,  owing  to  a  change  of  climate,  the  ice  sheet  has  retreated  northward 
until  the  great  ice  cap  of  Greenland  is  its  only  remnant. 

Tell  about  the  moraines  deposited  bv  the  retreating  glaciers,  and  how  these 
moraines  form  lake  basins. 

Written  Work. 

1.  Tell  what  you  have  learned  of  the  great  ice  sheet. 

2.  Describe  the  movement  of  a  glacier. 

3.  \\'hat  are  moraines? 

4.  How  did  the  glacier  make  our  lakes? 

5.  Where  may  glaciers  be  found  to-day? 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  .\dvanced  geography.  lo-ii,  19-20,  21,  45-6,  49-53,  88. 

Frye's    Advanced    geography,    8,     17-18,     64-71,   12-13,   59,  88. 

Tarr  &   McMurry,  Introductory  geography,    17-27.  28-38.  39-52,   62-7,   130. 

Tarr  &  McMurry,  Second  Book,  5-10,  19-21,   124-6,  12-18. 


72  teachers'    handbook   of   geography. 

_^  .  ClixMAte:    Heat. 

Lesson  units. 

I.  North  America  lies  in  three  zones.  It  has  a  torrid  south,  an  arctic 
north,  and  a  temperate  middle  region.  2.  East  of  the  Rocky  Mountains  the 
temperature  is  governed  by  cyclones.  3.  The  Pacific  Coast  has  very  mild 
temperatures,  because  of  the  prevailing  sea-winds. 

I.  North  America  lies  in  three  cones.  It  has  a  torrid  south,  an  arctic 
north,  and  a  temperate  middle  region. 

TEACHER'S    READING: 

Redway's   Advanced   geography,    24-3. 

Frye's  Advanced  geography,  27-9. 

Tarr  &  McMurry,   Introductory  geography.   120-3. 

Tarr  &  McMurry,   Second   Book,   37. 

Adams'  Commercial  geography,  4-9. 

Davis,  52-4. 

Gilbert  &  iJrigham,  25-6,  240-4. 

Channing    (Students'   history    United    States),  3-7. 

Dodge,  180-4. 

Begin  with  a  review  lesson  on  zones,  using  the  text-book  hemispherical 
map,  and  if  procurable,  a  globe  also.  Review  the  names  of  the  zones  and 
the  circles  bounding  them. 

Elicit  that  climate  is  warmest  about  the  equator  and  colder  toward  the 
poles.     Have  pupils  describe  each  zone  as  to  its  climate. 

Turn  to  the  text-book  map  of  North  .America  and  have  the  class  determine 
what  zones  traverse  this  continent,  and  in  which  zone  the  greatest  portion 
lies.  Have  individual  pupils  indicate,  on  the  blackboard  map,  the  area 
traversed  by  each  zone. 

Elicit  that  the  climate  of  North  America  is  very  warm  in  the  south,  very 
cold  in  the  north,  and  temperate  in  the  middle  regions.  Using  the  political 
map,  let  pupils  say  what  countries  lie  in  each  of  these  climatic  regions.  Let 
pupils  determine,  approximately,  their  own  latitude,  from  the  map. 

Written  Work. 

1.  Name  the  zones  of  the  earth,  and  describe  the  climate  of  each. 

2.  Tell  what  zones  traverse  North  America,  and  in  which  zone  most  of 

this  continent  lies. 

3.  Tell  which  countries  in  North  America  arc  warm,  whicli  are  cold,  and 

which  are  temperate. 

4.  Tell  the  latitude  of  your  own  Iiome. 

2.  East  of  the  Rockies  the  temperahire  is  goi'enied  h\  cyclones. 

TE.NCIIKR'S     READING: 

Redway's  Ailvanccd  RCDRraphy,   26,   54. 

Eryc's  Advancctl  gcoRraijhy,  74. 

Tarr  &   McMurry,  52-6. 

Adams'   Commercial   geography,   49-51. 

Davis,   .11-4,  48-52. 

Dryer,  312-26,  335-47. 

Gilbert  &   KriKliam,   258-0,  270-2. 

Shalcr,   Aspects,   226-56. 


THE    CONTINENT    OF    NORTH     AMERICA. 


73 


For  this  lesson  draw  Fig.  8  on  the  board.  Tell  the  class  a  little  about 
cyclones  :  Not  necessarily  violent  storms,  as  generally  thought ;  great  whirls 
of  air,  sometimes  a  thousand  miles  across ;  always  whirl  in  the  same  direction 
(in  our  hemisphere,  a  direction  opposite  to  that  taken  by  the  hands  of  the 
clock). 


A  cyclonic  storm  in  the   East. 


(The  real  cyclone  is  not  circular  in  area,  as  here  shown,  but  elliptical  and  irregu- 
lar.      This    circular    representation    is    true    in    principle,    however,    and 
is  more  easily  comprehended  by  the  pupil.) 

We  feel  the  cyclone  in  motion  and  call  it  wind.  Since  it  is  a  great  ivhirl 
of  air  its  different  quarters  will  be  blowing  in  different  directions.  Note 
(in  the  diagram)  that  a  town  in  one  part  of  the  cyclone  may  be  having  a 
northwest  wind  while  another  in  an  opposite  quarter  will  liave  a  southeast 
wind;  bjit  both  of  these  ivinds  will  be  part  of  the  same  cyclone.  The  motion 
is  most  violent  near  the  center  of  the  cyclone,  and  soft  and  zephyr-like  toward 
the  outer  limits.     At  the  center  there  is  no  wind  at  all. 

In  the  diagram,  what  kind  of  a  wind  is  blowing  in  Chicago?  (A  north- 
east wind.)  In  New  York?  (A  southeast  wind.)  In  Norfolk?  (A  south- 
west wind.)     In  Chattanooga?     {A  northwest  wind.) 

Elicit  that  the  wind  will  acquire  the  temperatures  of  the  country  through 
which  it  passes.  Therefore  (in  the  diagram)  Chattanooga  is  receiving  a 
cold  wind  because  it  is  from  the  northwest.  At  the  same  moment  New 
York  is  receiving  a  warm  wind;  it  is  from  the  southeast,  from  the  warm 
ocean  and  the  Gulf  Stream. 

Go  one  step  further  now,  and  describe  how  the  cyclone,  instead  of  remain- 
ing in  the  same  region,  moves  forzcard  as  it  rotates.  Thus  the  same  city 
will,  on  dift'erent  days,  find  itself  in  different  quarters  of  the  storm,  and 
the  winds  will  veer  accordingly.  The  same  cyclone  which  gives  New  York 
a  southeast  wind,  with  warm,  rainy  weather,  on  a  Tuesday,  may  by  Thurs- 
day give  it  a  northwest  wind  and  cool  and  clear  weather. 


74  TEACHERS      HANDBOOK     OF    GEOGRAPHY. 

The  cyclone  always  moves  across  the  country  in  a  general  easterly  direc- 
tion. Sometimes  it  varies,  and  moves  southeast  or  northeast,  but  it  cannot 
move  west.  This  is  because  it  is  traveling  in  the  great  easterly  progress  of 
the  return  trades,  which  blow  across  the  United  States  forever  from  west 
to  east.  Read  about  the  return  trades,  or  "  westerlies  "  :  Redway  Adv.,  p. 
26;  Davis.  31-2;  Tarr  &  McM.,  Sec.  Bk.,  50-1  ;  Gilbert  &  Brigham,  58. 

The  '■  cold  waves "  and  "  warm  waves "  announced  by  the  Weather 
Bureau  are  different  portions  of  the  cyclone  as  it  moves  over  the  country. 

Written  Work. 

1.  Tell  about  "prevailing  westerlies." 

2.  Tell  about  the  two  motions  of  a  cyclone. 

3.  Can  you  tell  why  the  eastern  half  of  a  cyclone  is  warm  and  the  wesiern 

half  cold? 

3.  The  Pacific  Coast  has  I'cry  mild  tcnipcrafiircs  because  of  the  prei'ailiiig 
sea-ivinds. 

TEACHER'S    READING: 

Redway's  Advanced  geography,  24-6,  46. 

Frye's  Advanced  geography,   74. 

Tarr  &  McMurry,   Second  Book,  42-51. 

Tarr   Sr   Mc^tiirry,    California    Supplement,    15-18. 

California    state    introductory    geography,   262-3. 

Adams,   7-9. 

])avis,   36-7. 

Dryer,  306-7,  332-47. 

Gilbert  &  Brigham,  244-5. 

Dodge,  185-8. 

Scribncrs',    \'ol.    31    (1902),    689   et    seq.     ("The    Gulf    Stream    myth"). 

The  prevailing  wind  on  oiu"  Pacific  Coast  is  from  the  west  (the  "  prevailing 
westerlies"  or  anti-trades).  It  comes  forever  from  the  Pacific  Ocean  and 
passes  east,  or  slightly  northeast,  over  the  I'nited  States  and  southern 
Canada.  It  brings  with  it  the  temperatures  of  the  ocean,  which  are  warmer 
in  winter  and  cooler  in  summer  than  those  of  the  land.  The  water  of  the 
ocean  heats  more  slowl}'  and  cools  more  slowl\-  than  xVx'  soil  and  rock  of 
which  the  land  is  made.  Vox  example,  if  a  tire  be  made  in  the  stove  and  a 
kettle  of  water  ])]ace(l  u])on  it.  the  stove  will  become  (|uite  hot  before  the 
water  becomes  even  lf])id.  Later  on,  after  the  wii.ter  has  bnikd  and  the  tire 
died  out,  the  stove  will  grow  stone-cold  whik-  llic  water  is  yet  warm.  In 
tlie  same  way,  the  ocean,  kee])iiig  a  more  unifdrni  kin])cratui"c'  ihrdughout 
the  year,  becomes  a  source  of  warmth  in  winti'r  and  <ii'  r(i(;hu'ss  in  summer 
for  those  f(jrtunate  lands,  such  as  Norw'ix-  and  our  own  I'acitic  shores,  as 
far  north  as  southern  Alaska. 

Mlicit  that,  in  San  i'"rancisco,  the  coldest  weather  is  measured  by  only 
the  ligjitest  kind  of  frost,  with  no  ice  or  snow  ;  while  the  same  latitude  east 
of  the  mountains  has  skaling  and  sk'ighing  in   winUr. 

Written  Work. 

1.  Describe  the  cx])eriment  with  the  Kettle  and  the  stove. 

2.  T*'xpl.'n'n  the  mild  climate  ol'  the  racitic  (  oa>t. 


THE    CONTIXEXT    OF     iXORTH     AMERICA.  75 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced   geography,   24-6,   46,   54. 
Frye's  Advanced  geography,  27-9,   74. 
Tarr   &  McMurry,    Second   Book,    iy,   42-56. 
Tarr  &  McMurry,  Introductory  geography,   120-3. 

Climate  :    Moisture. 
Lesson  Units. 

I.  East  of  the  Rocky  Mountains  North  America  is  watered  by  cyclonic 

storms.     2.  The  Pacific  Coast  is  wet  in  the  north  and  dry  in  the  south. 

3.  The  great  plateau  is  arid  because  of  the  mountains  on   the   west  and 

because  of  the  belt  of  calms  in  the  south. 

I.  East  of  the  Rocky  Mountains  North  America  is  i^'atered  by  cyclonic 
storms. 

TE.\CHER'S    READING: 

Redway's  Advanced   geography,   24-7,   46,  54. 

Frye's  Advanced  geography,  74-5. 

Tarr  &  McMurry,   Second  Book,  52-0. 

Dryer,   306-11,   312-26,  327-34.   335-47- 

Davis,   29-34,   48-52. 

Gilbert  &  Brigham,  258-9,  270-2. 

Shaler,  Aspects,  226-56. 

Shaler,  First  book  in  geology,   56-61. 

Lhanning    (Students'    history    United    States),   7-1 1. 

Dodge,   188-91. 

Review  the  subject  of  rain-making  (South  America,  p.  48). 

Review  Unit  2,  in  the  topic  just  preceding.  Use  the  diagram  again  (Fig. 
8).  Elicit  again  that  the  same  city,  New  York,  may,  within  the  space  of  a 
week,  have  winds  from  each  (juarter  in  succession,  as  the  same  cyclone  drifts 
across  the  region. 

Elicit  now  that  the  southeast  wind  (in  New  York),  coming  in  from  over 
the  ocean,  will  be  (o)  moist  and  (h)  warm.  Coming  north  into  the  cooler 
latitudes  it  will  become  chilled,  and  its  moisture  will  be  precipitated  as  rain 
or  snow,  according  to  the  season. 

In  Southern  States,  similarly,  the  southeast  quarter  of  the  cyclone  will  pass 
over  either  the  Atlantic  or  the  Gulf,  with  a  like  result. 

Elicit  that  it  is  the  southeast  quarter  of  the  cyclone  that  gathers  the 
moisture,  and  the  northeast  quarter  that  sheds  it.  Work  this  out  from  the 
diagram. 

Elicit  now  that,  for  reverse  reasons,  the  west  half  of  the  cyclone  brings 
dry,  clear  weather.  Tlie  wind  is  blowing  southward  and  getting  warmer 
instead  of  cooler.  .Such  moisture  as  it  gathers  is  not  condensed,  therefore, 
but  remains  invisible. 

Elicit,  as  a  summary,  that  each  cyclone,  as  it  drifts  over  the  country  from 
west  to  east,  delivers  to  every  part  of  its  route  a  succession  of  weathers. 
The  summer  cyclone  brings  cloudy  and  rainy  days  followed  by  clear  days. 
The  winter  cyclone  brings  the  blizzard,  with  snow  and  leaden  skies;  and  fol- 
lowing come  cold,  crisp  daws  with  clear  skies. 


76  teachers'    handbook   of  geography. 

U'ritten  Work. 

1.  Which  side  of  the  cyclone  brings  clouds  and  rain?     ^^'hich  side  brings 

the  clear  weather? 

2.  Can  you  explain  why? 

2.   The  Pacific  Coast  is  zcct  in  the  north  and  dry  in  the  sonfh. 

TEACHER'S    READING: 

Redway's  Advanced  geography,   24-7,  54. 

Frye's  Advanced  geography,  74. 

Tarr    &    McMurry,    Second    Book,    51-2,    286. 

Tarr    &    AIcMurry,    California    Supplement,   15-18,  534,   77-9. 

California    state    introductory    geography,   262-3. 

Dryer,   306-7,   327-34,   340-i- 

Davis,  29-33. 

Herbertson,  Xorth  America,  196-200,  189-91,   163. 

Shaler,   Story  of  our  continent,  182-3. 

Channing    (Students'   history   United   States),  7-1 1. 

Dodge,  188-91. 

Refer  back  to  Unit  3,  of  the  preceding  topic,  and  review  the  fact  of  a 
prevailing  sea-wind  on  the  Pacific  Coast  (in  our  latitudes). 

This  return  trade-wind  brings  rain  to  the  northern  Pacific  region  ( northern 
California,  and  thence  northward  as  far  as  southern  Alaska)  for  two  reasons  : 

(a)  The  coast  mountains  in  those  regions  are  sufficiently  high  to  lift 
the  in-drifting  air  enough  to  cause  rain.  In  teaching  this  point  review  the 
subject  of  mountains  and  rain,  p.  49. 


Fig.  9.     A  cyclonic  storm  on  the  Pacific  Coast. 

(The  real  cyclone  is  not  circular  in  area,  as  here  shown,  hut  elliptical  and   irregu- 
lar.      This    circular    rc|)rcscntation     is    true    in    i)rinciple,    however,    and 
is  more  easily  comprehended  by  the  pupil.) 

(h)   In  those  latitudes,  also,  cyclones  are  in  operation  '■■■  similar  to  those 
which  distribute  weather  beyond  the  Rockies. 

•  The  cyclone   is  a   vast    whirl    of  air   in   the   return   trade-wind,    and  travels  wilh  it. 


THE    COXTINEXT    OF    NORTH     AMERICA.  -J^ 

In  illustration  draw  Fig.  9.  Elicit  that  the  southwesterly  wind  in  this 
cyclone  brings  in  the  moisture ;  and  that  by  the  time  it  becomes  a  southeast 
wind  it  is  (a J  in  a  more  northerly  latitude,  and  {b)  moving  up  the  slope 
of  the  mountains,  and  therefore  exhibiting  its  moisture  as  cloud  and  rain. 

Central  and  southern  California  have  a  dry  summer  because  neither  of 
these  conditions  is  present.  The  cyclone  whirl  does  not  reach  so  far  south 
(in  summer)  and  the  coast  mountains  are  not  high  enough  to  chill  the  sea- 
winds  to  the  point  of  precipitation.  The  higher  mountains,  in  the  interior, 
have  summer  rains. 

For  the  extreme  south  of  California  there  is  a  third  reason  for  the  absence 
of  rain.  During  the  summer  season,  when  all  the  wind  belts  of  the  earth 
shift  somewhat  to  the  northward  (moving  with  the  sun)  the  tropical  belt 
of  calms  enters  southern  California.  This  belt  of  calms  is  a  region  of  down- 
coming  dry  air  which  yields  no  rain.  A  belt  of  deserts  all  around  the  earth 
roughly  marks  its  latitude.  There  is  a  similar  belt  of  calms  and  deserts 
in  the  southern  hemisphere. 

In  winter  the  return  trades,  including  within  their  width  the  cyclone  track, 
shift  somewhat  to  the  south.  This  brings  all  of  California  within  the  action 
of  the  cyclone,  and  rains  result.  But  even  then  the  rains  in  the  extreme  south 
are  very  scant. 

Written  Work. 

1.  Tell  about  the  prevailing  wind  on  our  Pacific  Coast. 

2.  Why  has  southern  California  a  dry  summer? 

3.  What  brings  the  winter  rains? 

3.  The  great  plateau  is  arid  because  of  the  mountains  on  the  zvcst,  and 
because  of  the  belt  of  calms,  in  the  south. 

TEACHER'S    READING: 

Redway's  Advanced  geography,  26,  46. 

Tarr  &  McMurry,   Second  Book,  52,  286-8. 

Tarr  &  McMurry,    Utah   Supplement,  65-  7. 

Adams'   Commercial   geography,    15. 

Tarr  &   McMurry,   California   Supplement,    17-18,  92-6. 

Dodge,   190-2. 

Review  the  facts  that  the  return  trades  blow  forever  from  the  Pacific, 
over  the  United  States  and  southern  Canada.  They  are  rain-bearing  winds, 
but  the  high  Sierras  and  Cascades  lift  them  to  cold  altitudes  and  wring  from 
them  the  first  installment  of  their  moisture.  After  crossing  these  high 
mountains  they  encounter  no  elevations  on  the  plateau  to  lift  them  higher, 
into  colder  realms.  They  reach  no  other  rainmaking  agent  until  the  high 
peaks  of  the  Wahsatcli  and  Rockies  are  reached.  The  great  plateau  is 
therefore  a  succession  of  deserts. 

Along  our  southern  borderland  (the  extreme  south  of  California,  southern 
Arizona,  southern  New  Mexico,  and  northern  Texas)  there  is  a  continua- 
tion of  these  deserts,  but  they  result  from  another  cause.  That  band  of 
country  lies  in  the  belt  of  tropical  calms,  a  region  of  down-coming  dry  air 
that  gives  no  rain. 


78  TEACHERS'     HANDBOOK     OF    GEOGRAPHY. 

Still  farther  south  the  great  plateau  valley  of  Mexico  is  arid  for  the  same 
reason  that  affects  the  Nevada  plateau.  The  rain-bearing  winds  are  inter- 
cepted by  a  high  wall  of  mountains.  Here,  however,  the  prevailing  winds 
come  from  the  Atlantic  side  (the  trades),  and  it  is  the  eastern  instead  of  the 
western  mountains  that  are  chiefly  responsible  for  the  aridity  of  high  Mexico. 

Written  Work. 

1.  Explain  how  mountains  are  rainmakers. 

2.  Which  side  of  any  range  of  mountains  gets  the  rain  ? 

3.  Explain  the  dryness  of  the  Rocky  ^fountain  plateau. 

4.  Explain  why  the  region  near  the  Mexican  liorder  is  dry. 

5.  Explain  the  aridity  of  the  ^Mexican  plateau. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summar) 
and  review. 

Redway's  Advanced   geography,   24-7,   46,   54. 

Frye's  Advanced  geography,   74-5. 

Tarr   &    McMurry,    Second    Book,    51-6,    286-8. 

l'"oKMAL  Geography  of  North  America. 

Use  the  blackboard  map  (Fig.  i),  in  conjunction  with  the  political  map 
in  the  text-book.  By  various  drills  fix  the  following  locations,  together  with 
the  oral  and  written  spelling  concerned.  (For  some  useful  locative  drills 
see  p.  50.) 

Atlantic,  Pacific,  Arctic  oceans. 

Hudson  Bay,  Bering  Sea,  Gulf  of  ]\lexico,  Caribbean  Sea. 

Bering  Straits,  Isthmus  of  Panama. 

Greenland,  West  Indies.  Newfoundland. 

Rocky   Mountains,   Appalachian    Mountains. 

Mississippi.  St.  Lawrence.  Colorado,  Columbia,  Yukon.  Rio  Grande  rivers; 
Great  Lakes. 

L'nited  States.  Canada,  Alaska,  Mexico,  Central  America. 

Washington.  Ottawa,  Sitka,  Mexico  (city). 

Boston,  New  York,  Chicago,  San  Francisco,  New  Orleans. 

Equator.  Tropic  of  Cancer,  Arctic  Circle. 

Torrid  Zone,  North  Temperate  Zone,  North  I'rigid  Zone. 

Test. 

The  cfirrect  filling  of  an  (uuline  map  (  see  foot-note,  p.  14). 

,  ,,  .  Till-:  Peoples  oi"  North  .\.mi;uka. 

Lesson  I  nits. 

I.  When  the  white  men  came  they  found  many  tribes  of  Indians;  and  in 
the  far  north,  the  Eskimos.  2.  South  of  the  United  States  the  people  are 
of  Spanish  ]>h)()(\  ;  north  of  the  United  States  the\  are  of  English,  with  some 


THE    COXTIXEXT    OF    NORTH     AMERICA.  79 

French.     The  people  of  the  United  States  are  a  mixture  of  all  the  races  of 
the  earth,  but  they  speak  the  English  language. 

I.  JVhcii  the  white  men  eaiite  they  found  many  tribes  of  Indians;  and  in 
the  far  north,  the  Eskimos. 

Assign  enough  pupils'  reading  to  be  able  to  elicit  a  general  survey  of  the 
aboriginal  peoples  of  the  continent.  ]\Iake  it  clear  that  the  entire  continent 
was  thinly  peopled  by  many  and  various  tribes  of  red  men,  from  the  pure 
savages  of  the  forest  and  plains  to  the  partly  civilized  Aztecs  and  Pueblos. 
Teach  that  all  of  these  peoples,  while  of  various  tribes,  are  considered,  in  a 
large  way,  as  one  people — the  Indians ;  but  that  the  Eskimos,  of  the  Arctic 
regions,  are  an  entirely  different  race. 

PUPILS'    READINGS: 

McMaster,  22-3   (the  Pueblo  Indians),   16-20  (the  eastern  Indians). 

Carpenter.   295-7    (the   Pueblo   Indians),    302-6   (Indians  of  Alaska). 

Carroll,   Third  Book,   119-21    (Cliff  Dwellers). 

Our  country  west,    167-73    (Cave  Dwellers),   12-15    (canoe  builders). 

Miln,  87-1 1 1    (Indian   customs). 

Kirby,   Fireside,    51-69    (Indian  stories). 

Dodge,    215-16    (Cliff    Dwellers),   216-17    (pueblo  builders). 

Pratt,   Stories  of  Massachusetts,   13-16    (Indians  whom  the  Pilgrims  found). 

Pratt,   Cortez   and   Montezuma,   3-1 1    (the  Aztecs). 

Pratt,    America's   story,    51-6    (Montezuma). 

Carroll,    Second    Book,    9-46    (Indians   of  Alaska). 

King,  Fifth  Book,  94-101    (Alaska  Indians). 

Johonnot,    Stories,    20-28    (the   Aztecs). 

Charles   McMurry,    187-9,    199-204    (the    Aztecs). 

Winterburn,   46-54    (Montezuma   and  the  Aztecs). 

Seabury,   199-206  (aboriginals  of  Porto  Rico). 

(For    Eskimo    descriptions    see    readings 

under   Arctic   America,    Unit    i,    p.   84). 

TEACHER'S    ADDITIONAL    READINGS. 

Lummis,   Strange  corners,   58-65    (the  Navajos),     75-89     (Indian     magicians     and     medicine 
men),    198-207     (Navajo    blanket-makers),    208-18     (Indian    hunters),    219-27    (the    In- 
dian   idea   of   education),    228-61     (strange  customs  of  the  desert  Indians). 
Eggleston,  Montezuma,   11-33    (Montezuma  and  the  Aztecs). 
Herbertson,    191-3    (Navajos),   23-4   (Alaska  Indians). 
Ballou,  Footprints  (Eskimos). 
Shaler,    Story   of   our   continent,    153-65     (a  good  general  survey  of  the  aborigines). 

\\'ritten  Work. 

1.  Tell  about  the  Aztecs. 

2.  Tell  about  the  Indians  whom  the  Pilgrims  found. 

3.  Tell  something  about  the  western  Indians. 

4.  Tell  something  about  the  Eskimos. 

2.  Sonth  of  the  United  States  the  people  are  of  Spanish  blood;  nortli  of 
tJie  United  States  they  are  of  English,  uitli  some  French.  The  people  of 
the  United  States  are  a  niixtnrc  of  all  t/ie  races  of  the  earth,  but  they  speak 
the  E)iglish  language. 

This  topic  may  here  be  treated  in  a  brief  and  general  way,  since  its  con- 
tent will  be  covered  more  in  detail  in  the  later  topics.  The  lessons  should 
leave  a  clear  conception  in  the  pupil's  mind  of  a  region  south  of  us  which  is 
characteristically  Spanish,  a  region  on  the  north  which  is  just  as  character- 
istically English ;  and  finally  our  own  people,  a  motley  of  races,  but  bound 
together  by  certain  distinctive  ideals  and  making  common  use  of  the 
English  tongue. 


So  teachers'    handbook   of   geography. 

PUPILS'    READINGS: 

King,  Second  Book,  263-9  (people  of  Mexico),  189-92  (the  Canadian  provinces),  198-206 
(Canadian   cities). 

The  wide  world,  108-13  (boys  of  Mexico). 

Starr,   17-23    (people  of  Mexico). 

By   land   and   sea,    102-7,    1 10-12    (people   of   Mexico). 

Miln,  222-36   (Canadian  outdoor  life). 

Children    of   the    world,    202-6    (outdoor    sports  of  Canada). 

George,   q-93    (cities  of  Canada). 

Tarr  &  INIcMurry,  Second  Book,  381-92  (the  Spanish  republics),  351-6  (Canada,  in  gen- 
eral), 366-71    (cities  of  Canada). 

King,    Third    Book,    154-69    (Xew    York    City),  195-214  (Philadelphia). 

Dodge,  23-6  (Greater  New  York),  30-2  (centers  of  life),  33-6  (commercial  centers).  36-40 
(agricultural  centers). 

Our  country  east,  200-4   (Provincetown). 

Carpenter,  91-9    (historic   Boston). 

Carroll,   Third   Book,   203-11    (historic   Boston). 

Smith,    40-7    (in    Boston),    96-101,    155-63    (people  of  Mississippi  ^'alley). 

King,    Fourth    Book,  ,87-106    (historic   Boston,  etc.). 

Our   country   west,    193-9    (the   people   of   New   Mexico),   203-7   (life  in   Dakota). 

TEACHER'S     ADDITIONAL      REFERENCE: 

Herbertson,  30-2   (Newfoundland  fishermen),    55-7    (Canadian    farmers),    57-9    (the    French 

Canadians),    134-6    (Missouri   towns  and  farms),   117-23   (American  cities). 
Chisholm,   370-9    (cuies  and  people  of  Canada). 
Adams,  36-8   (backward  conditions  in   Spanish  south). 

Redway  s   Advanced   geography,    34    (density  of  population).   41-3    (features  of  large  cities). 
Brigham,   66-9    (the   literary   side  of  New   England). 

Written  Work. 

1.  Describe   the  people   in   the   portion   of   North   America   south   of   the 

United  States. 

2.  Describe  the  people  of  the  region  north  of  the  United  States. 

3.  Show,  in  a  general  way,  how  the  people  of  the  United  States  differ  from 

those  of  other  nations. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway  .\dvanced  geography,  47-9,  57. 

Frye's  Advanced   geography,   61-4,    130-33    (the    pertaining    material). 

Tarr  &   McMurry,   Second  Book,  97-107. 

Tarr   &    McMurry,    Introductory   geography,    140. 


DESCRIPTIVE   NORTH   AMERICA. 
THE    SPANISH    SOUTH. 

Mexico  and  Central  America  are  here  grouped  as  one  characteristic  area. 
Read  "  Note  on  Method."  p.  53. 

Formal  (jeography  of  the  Region. 

Use  the  blackboard  map  of  North  America  (or  preferably  draw  a  separate 
mass  map  of  the  region),  in  conjunction  with  the  political  map  in  the  text- 
book. Teach,  by  various  interesting  drills."^  thr  tnUowing  locations,  together 
with  the  (jral  and  written  spelling  concerned. 

Mexico,  (juatemala,   Honduras,   Nicaragua,   Salvador,  Costa  Rica. 

United  States,  Panama. 

I^acific  Ocean,  (lulf  of  .Mexico,  Caribbean  Sea,  West  Indies.  Rio  Grande 
River. 

•See  note  on  drills,  p.   50. 


THE    COXTIXEXT    OF    NORTH     AMERICA.  8 1 

Test. 

The  correct  filling  of  an  outline  map  (see  foot-note,  p.  14). 

Lesson  Units. 

I.  Here  lived  ^Montezuma  and  the  Aztecs.  2.  Here  came  the  gold-seeking 
Cortez.  and  overthrew  the  Aztecs  for  all  time.  3.  This  region  is  a  high 
plateau,  flanked  by  torrid  plains.  It  has  three  distinct  climates,  and  is  a 
land  of  volcanoes  and  earthquakes.  4.  The  people  are  dark-skinned,  cour- 
teous, and  easy-going;  they  eat  tortillas  and  red  pepper,  and  live  in  adobe 
houses.  5.  This  region  produces  many  useful  things,  but  is  best  known  for 
its  silver,  cofifee,  and  bananas. 

I.  Here  Ikcd  Moiifcciiina  and  the  Aztecs. 

Do  not  spend  any  time  here  on  the  Toltecs,  or  pre-Aztec  races.  Aim 
merely  to  implant  a  clear  notion  of  the  Aztecs  themselves,  as  an  aboriginal 
race,  occupying  the  region  when  the  Spaniards  came. 

PUPILS'     READINGS: 

Pratt,    Cortez   and   Montezuma,   3-1 1    (the  Aztecs). 

Charles  McMurry,   187-9,   199-204    (the  Aztecs). 

Pratt,   America's   story,    51-6    ( ^Iontezuma). 

Winterburn^   46-54    ( ^lontezuma   and   the  Aztecs). 

Johonnot,    Stories    of    other    lands,    20-28    (Montezuma  and  the  .Vztecs). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Eggleston,    ilontezuma,    11-33     (^lontezuma  and  the   Aztecs). 

Written  Work. 

1.  Describe  the  country  in  which  the  Aztecs  lived. 

2.  To  what  extent  were  the  Aztecs  civilized?    Tell  why  you  think  so. 

3.  Tell  what  you  have  learned  about  Alontezuma. 

2.  Here  came  the  gold-seeking  Cortez,  and  orerthrezc  the  Aztecs  for  all 
time. 

One  lesson  will  be  sufiicient.  Keep  in  mind  that  it  is,  after  all.  geography 
and  not  history  that  we  are  teaching.  Bring  out  the  tragic  aspect  of  the 
episode  in  which  the  Aztec  regime  perished  from  the  earth  and  yielded 
forever  to  a  European  ideal. 

PUPILS'    READINGS: 

Pratt,   Cortez  and  Montezuma,   13-95   (the  conquest  by  Cortez). 

Chas.    Mc^Murry,    187-216    (the   conquest    by  Cortez). 

Pratt,   America's  story,   56-7   (the  coming  of  Cortez). 

\\'interburn,   43-56    (Cortez   and   ^Montezuma). 

Hall,  212-15    'the  coming  of  Cortez). 

Johonnot,    Stories   of   other   lands,   20-28    (Cortez  and   Montezuma). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Eggleston,    49-385    (the    detailed    story:    fascinating,    but    not    easily    broken    up    into    sep- 
arate readings). 

Written  ^^'ork. 

1.  Tell  about  the  coming  of  Cortez. 

2.  Tell  how  he  gained  control  of  the  Aztecs.. 

3.  Tell  about  the  death  of  Montezuma. 


82  teachers'    handbook   of   geography. 

3.  Tliis  region  is  a  high  plateau,  fiankcd  by  torrid  plains.  It  has  three 
distinct  climates,  and  is  a  land  of  volcanoes  and  earthquakes. 

Teach  about  the  low  coast  lands,  with  their  fevered  climate,  impossible 
for  the  white  man ;  the  interior  plateau,  so  high  as  to  have  a  cool  and  bracing 
atmosphere;  and  the  transitional  climate,  halfway  up  the  slopes,  where  it  is 
always  spring.  "  Nine  tenths  of  the  people  live  on  the  plateau."  Associate 
the  notion  of  volcanoes  and  carthcjuakes  with  this  region,  and  locate  Popo- 
catepetl. 


Fig.io.     Profile  of  Mexico  (for  teaching  the  three  vertical  climates). 

Draw  a  profile  of  ]\Iexico  on  the  blackboard  (Fig.  10),  and,  in  the  course 
of  the  lesson,  have  the  pupils  point  out,  upon  it,  the  tierra  caliente,  tierra 
teniplada,  and  tierra  fria. 

PUPILS'    READINGS: 

Carpenter,  331-4  (the  three  climates). 

Tarr  &   Mciuurry,   Second  Book,   378-80    (the  three  climates),   384-6    (the  dry  plateau). 

King,    Second    Book,    257-62    (the   three    zones). 

Johonnot,    Reader.    49-52    (earthquakes). 

Rupert,    115-21    (climbing   the    plateau),     121-7  (climbing  Popocatepetl). 

Dodge,  154-7  (volcanoes  and  lava),  158-63    ("earthquakes). 

Herbcrtson,   Central   and   South   America,   35-7   (the  plateau  in  Guatemala). 

Herbcrtson,  North  America,  203-8   (mountains  of  Mexico),  208-9   (the  .Sierra  JMadre),  210-11 

(volcanoes),  211-14  (the  three  zones),   219-21    (climbing  the  plateau). 
Shaler,  Story  of  our  continent,  259   (Central  American  earthquakes). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Ballou,   Aztec  land. 
Ballou,  Footprints. 
Stoddard.  Lecture,  Mexico. 
Vincent,  In  and  out  of  Central  America. 
.Shaler.   As()ccts,    13-45    (earthquakes  in   general). 
Chisholm,  398-400. 

Written  Work. 

1.  Tell  about  the  highlands  and  lowlands  of  this  region. 

2.  Tell  about  the  three  climates. 

3.  Tell  about  the  volcanoes  and  earthquakes. 

4.  The  people  are  dark-skinned,  courteous,  and  easy-going ;  t/iey  eat  tor- 
tillas and  red  pepper,  and  liz'c  in  adobe  houses. 

Dwell  upnii  the  indolent,  procrastinating  life,  the  spirit  of  manana: 
"  We'll  d<j  it  to-morrow."  Associate  it  with  the  sultry,  indulgent  climate 
which  prevails  throughout  the  lowlands.  Note  the  suave  courtesy  of  these 
people,  but  note  also  that  it  is  in  some  measure  empty  and  formal.  Bring 
out  their  picturesqueness  in  dress  and  social  customs,  .m)  unlike  our  own. 

PUPILS'    READINGS: 

Starr,  17-23  (people  of  Mexico). 

Coc,   197-215   (customs  and  houses). 

King,   Second   Book,   253-6    (citv  of   ycra   Cruz),   277-85    (city  of   ^ucxico),   26976    (Mexican 

farmers),  263-9  (people  or  Mexico). 
The  wide  world,  108-13  (l)oys  of  Mexico). 
Tarr  &    McMurry,    Second    Book,    381-2    (food  and  Iiomcs),  387-9  (cities  and  people),  38992 

(llic  little  republics). 
Schwatka,  23-4,  44-6,    loo-i,   146-9,    157-69    (dress,  food,  customs,  etc.). 
By   land  ami   sea,    102-7,    1 10-12    (jicoplc   and  customs,  Mexico). 

Rupert.    !  11-17    Ohe   elTcct   of  the   railroad),    119-20   (odd  customs),   131-3    (Guatemala). 
Strange  lamls   near   liomc,    16-42    (odd   Mexican  customs). 


THE    CONTINENT    OF    NORTH    AMERICA.  83 

Herbertson,  Central  and  South  America,  38-40,  49-52  (people  and  scenery,  Central  America). 
Herbertson,   North  America,   217-19    (poverty  of  the  peons),  221-2  (city  of  Mexico). 
George,    9-30,    92-8    (people   and   cities   of   Mexico),  33-48,   74-9   (scenes  in  Mexico  (Tity),  48- 

59    (the  poor  peons  in  their  homes),    60-2    (tortillas),    62-9    (Mexican    children),    69-74 

(amusements),   79-82    (a  hacienda),  83-106   (traveling  in  Mexico). 
Miln,  348-67   (children  of  Mexico). 
Carroll,    Second    Book,    47-76    (Mexican    customs). 
Carpenter,    327-30    (dress,    customs,    houses),    334    (farmers),   336-45    (odd   customs),   345-52 

(scenes  in  Central  America). 
Our   country   west,    183-9    (the  people   of    New    Mexico),      189-92     (adobe    houses),     249-51 

(cactus). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Vincent.  In  and  out  of  Central  America. 
Stoddard,   Lecture,   Mexico. 
Eallou,  Aztec  land. 
Ballou,  Footprints. 
Smith,   A   white  umbrella  in  Mexico. 
Blake  &  Sullivan,  Mexico. 
Adams'  Commercial  geography. 

Written  Work. 

1.  Tell  about  the  dress  and  houses  of  the  people. 

2.  Tell  about  their  industry  and  their  manners. 

3.  Describe  the  queer  foods. 

4.  Tell  about  the  peons. 

5.  This  region  produces  many  useful  things,  but  is  best  knozvn  for  its 
silver,  coffee,  and  bananas. 

Mexico  should  be  associated  in  the  pupil's  mind  with  vast  deposits  of 
silver,  crudely  worked.  The  coffee  needs  less  emphasis,  since  we  shall  w^ant 
to  identify  it  more  particularly  with  Brazil.  The  maguey  should  receive 
special  notice  as  a  unique  and  characteristic  Mexican  plant. 

PUPILS'    READINGS: 

Silver — 

Tarr  &  McMurry,  Second  Book,  386. 

Schwatka,   75-6. 

Herbertson,  North  America,  216-17. 

Carpenter,  343. 
Mahogany^ 

Kirby,   Fireside,   79-80. 

Herbertson,    Central    and    South    America,  42  5. 
Coffee — 

Rupert,   128-30. 

Tarr  &  McMurry,  Second  Book,  384-5. 

Allen,   79-97. 

Chamberlain,   Fed,    104-12. 

Carpenter,  332-4. 

Beal,  256-61. 

George,  58-60. 
Bananas — 

Chamberlain,   Fed,   146-54. 

Allen,  23-42. 
Maguey— 

Tarr  &  McMurry,   Second  Book,  382-3. 

George,   30-33- 

Carroll.   Second  Book,   73-4. 

Carpenter,  335-6. 

King,   Second  Book,  271-2. 

Coe,  181-5. 

An   especially  good  account  of  the  maguey  is  given  in   Farmer:  A   story-book    of  science, 
pp.  115-21.    Lothrop  &  Co. 
Cocoa — Kirby,  Fireside,  88-92. 

TEACHER'S     ADDITIONAL     REFERENCE: 
Ballou,   Aztec   land. 
Stoddard,  Lecture,  Mexico. 
Vincent,  In  and  out  of  Central  America. 

Written  Work. 

1.  Name  three  Or  four  of  the  most  important  products  of  this  region. 

2.  Tell  about  Mexican  silver,  and  the  methods  of  mining  it. 


84 


TEACHERS      HANDBOOK     OF    GEOGRAPHY. 


3.  Tell  where  the  bananas  come  from  and  how  they  grow. 

4.  Describe  the  maguey  plant  and  its  uses. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced   geography,    97-9. 

l-'rye's   Advanced  geography,    132-4. 

Tarr  &  McMurry,  Second  Book.  378-91. 

Tarr  &  McAlurry,  Introductory  geography,   195-8. 

ARCTIC    AMERICA. 

(Read  "  Note  on  Method."'  p.  ^t^.) 
Formal  Geography  of  the  Region. 

Use  a  blackboard  map  of  the  region,  in  conjunction  with  the  political  map 
in  the  text-book.  By  various  interesting  drills  *  teach  the  following  loca- 
tions, together  with  the  oral  and  written  spelling  concerned. 

North  Pole,  Arctic  Circle. 

Arctic  Ocean.  Hudson  IJay.  Bering  Strait,  Bering  Sea. 

Greenland,  Labrador,  Alaska. 

Yukon  and  ^Mackenzie  rivers. 

Test. 

The  correct  filling  of  an  outline  map  (see  foot-note,  p.  14). 

Lesson  L'nits. 

I.  This  is  the  land  of  the  fur-clad  Eskimo.  2.  It  is  the  land  of  the  long 
day  and  night,  of  the  aurora  and  the  midnight  sun.  3.  Here  are  treeless, 
snowbound  wastes,  and  icebergs  in  the  sea.  4.  Here  live  the  seal,  the 
walrus,  and  the  polar  bear.  5.  Here  men  .sought  the  northwest  passage  and 
the  pole. 

I.   This  is  flic  hind  of  tJic  fur-clad  Eskimo. 

Work  (jut  an  intimate  picture  of  a  simi)lc-mindcd.  ])eaceablc  race,  few  in 
numbers,  very  lonesome,  ignorant  and  unwashed.  Dwell  on  the  lack  of 
supplies  at  hand,  either  for  construction  purposes  or  for  \aricty  in  food. 

PUPIL.S'    KKADINGS: 

Chanibcrlain.   Clothed,   12-20   (Eskimo  customs). 

Schwatka,  11-43,  •4-2-7,  202-5  'the  Kskimo,  and  how  liis  igloo  is  made),  44-65  (Eskimo  play- 
things), iri-15  (Kskimo  candy),  66-79.  93-100,  i  16-31  (coasting  and  other  games),  132- 
41  (Kskimo  tools),  151-3,  194-9  (reindeer  hunt),  154-9  (seal  hunt),  160-70  (fishing), 
34-9,  80-92,  147-51  (the  l-lskimo  dogs),  171-4  (Kskimo  clothes).  175--"'  (daily  life  of 
the  Kskimo),   199-200   (catching  ducks),   182-8   (adrift  on  the  ice). 

Shaw,  62-9  (firecnland  Kskimos). 

Miln,  41-53  (the  Kskimos). 

.■^tarr,  6-12    (the   ICskimos). 

Carpenter,    North   .America,  301-2    (Kskimos). 

Ilerhertsiin,  28-9  (hospitable  Kskimos). 

Tohonnot,   Reader,    101-5    (an   igloo). 

The   wide  world,    114-22    (Kskimo   life). 

King,    I'"irst    Hook,   177-85    (Kskimos). 

'I'arr   St    .McMurry,   Second   Book,   372-5    (  Kskimos). 

KelliiKg,    10311     (fireenland    Kskimos). 

^'  ■'-''rn,  241-64   (Kskimo  life). 

•iter,  Australia  and  islands,  375-80    (Cirecnland   Kskimos). 
vs,     Seven    little    sisters,    9-22     (Agoonack). 

*Si<-   note  on  drills,  p.   50. 


THE    COXTIXEXT    OF    NORTH     AMERICA.  85 

Andrews,  Each  and  all,  9-2$   (Agoonack). 

Our  countrj'  west,  26-30    (the  Alaskan   Eskimos),   57-64   (their  ways  of  hunting), 

Scandlin,    13-15,   30-3,   66-7,   85-8,    110-25     (Eskimo  stories). 

Muller   (whole  book,  for  third  and  fourth  giades). 

Kirby,  Fireside,    18-20    (dog  sledge),   27-9    (Greenlanders),  22-4   (snow  house), 

Horton,    40-44    (Eskimo    ways),    113-16     (meeting  the  Eskimos),  37-9   (sledging  on  the  ice). 

Wade,  9-17  (an  Eskimo  baby),  18-27  (Eskimo  clothes),  28-37  (games),  38-48  (Eskimo 
dogs),  49-62  (kyack  and  harpoon),  63-73,  81-90  (hunting  seals),  74-9  (Eskimo  feast), 
81-90,  91-3  (Eskimo  Christmas),  97-9  (building  the  igloo),  100-3  (when  summer  comes), 
107-10   (moving  time). 

Mary  Smith  (the  whole  book,  for  primary   children), 

TEACHER'S     ADDITIONAL     REFEREAX-E: 

Oxley,  173-90   (an  intimate  description  of  the  Eskimos), 
Ballou,  Footprints. 

Written  \\'ork. 

1,  Describe  the  Eskimo's  dress  and  his  appearance. 

2,  Describe  his  house. 

3.  Tell  about  his  food  and  his  daily  life, 

4.  Tell  about  his  hunting  and  his  way  of  traveling. 

2,  It  is  the  land  of  the  long  day  and  night,  of  the  anrora  and  the  mid- 
night sun. 

This  subject  should  here  be  presented  in  its  spectacular,  or  wonder  aspect, 
alone.  The  complicated  explanation,  based  on  the  inclination  of  the  earth's 
axis  and  the  annual  revolution,  is  best  left  for  a  special  course  in  an  advanced 
grade. 

PUPILS'     READINGS: 

W'ade,  57-8    (the  aurora), 

Stockton,  247-9  (the  jurora), 

Andrews,    Each    and   all,    12-13,    '9    (the   aurora,   etc.), 

Johonnot,   Reader,    105-7    (the  aurora). 

Frost,   115-16,  121    (the  aurora). 

Children  of  the  world,  236-7   (the  aurora,  etc.). 

Kirby,    Fireside,    14-18     (zones,    aurora,    etc.). 

Schwatka,    9-11    (the   Arctic    land). 

Scandlin,   60-1    (departure   of  the   sun),    124-5   (return  of  the  sun),  36-7   (the  long,  desolate 

night). 
Horton,   3-6    (long  day  and  night). 
Herbertson,   Europe,    17    (the   midnight   sun). 

Pratt,    Northern    Europe,    65-71,    85-6    (midnight  sun,  aurora,  etc.). 
Carpenter,    Europe,    163-4,    I73S    (midnight   sun). 
Coe,    Modern    Europe,    109-10    (the   midnight  sun). 
Mary    Smith    (the    whole   book,    for    primary  grades). 
DuChaillu,    Land   of   long  night,    73-6    (good-by    to    the    sun),    76    (aurora),    109-12    (return 

of  the  sun), 

TEACHER'S     ADDITIONAL     REFERENCE: 

DuChaillu,   land  of  long  night,  36-9    (the  long  night  and  its  cause). 
Redway's    Advanced    geography,    23     (long  day  and  night  explained). 
DuChaillu,  land  of  midnight  sun,   Vo].   I,  2,  61,  63-4;  Vol,  II,  1-2,  38,  46-7. 
Ballou,  Footprints, 

\\'ritten  Work. 

1.  Describe  the  long  Arctic  night,  and  the  long  day.     Tell  about  the  mid- 

night sun, 

2.  Describe  the  aurora,  and  tell  about  its  usefulness  to  the  people  of  the 

far  north. 

3.  Here  are  treeless,  snowbound  wastes,  and  icebergs  in  the  sea. 

Build  up  a  vivid  picture  of  the  vast  solitude  of  snow  and  ice.  where  the 
green  of  vegetation  is  rarely  seen ;  a  white  earth  and  a  gray  sky,  with  nothing 
vertical  in  the  landscape  except  the  icebergs;  a  picture  utterly  dreary  and 
forlorn  to  all  save  the  Eskimo. 


86  TEL^CHERS'     HANDBOOK    OF    GEOGRAPHY. 

PUPILS'    READINGS: 

Mary    Smith    (whole   book,   for   primary   grades). 

Johonnot    Reader,  107-12  (snowland). 

Rupert,  100-2   (the  intense  cold). 

Frost,  120-22   (snow  and  ice). 

By  land  and  sea,  195-9   (about  icebergs). 

Kellogg,   95-159    (the  Arctic  snows). 

Tarr  &   McMurry,    Second   Book,    375-6    (Arctic  landscape),    13   (the  Greenland  glaciers). 

King,    Second   Book.    6-12    (the    frozen   north). 

Johonnot,    Stories   of   other  lands,   220-32    (story  of  Dr.  Kane). 

Kirby,    Fireside,  34-8   (fast  in  the  ice). 

Horton,    1 10-13   (adrift  in  the  ice). 

Scandlin,  59,  62   (the  white,  silent  plain),  22   (icebergs  and  floe  ice). 

Schwatka,  202-12  (the  Arctic  cold),  182-8  (adrift  on  the  floe  ice),  19-20,  67,  182-8,  208-12 
(the  Arctic   snow   land). 

Stockton,   250-5    (Eskimo  seal-catching),   258-62    (adventure  with  a  polar  bear). 

Carpenter,   299-300    (glaciers   and   icebergs). 

Horton,  11-13  (icebergs),  27-9  (fast  in  the  ice),  34-5  (icebergs),  72-7  (adrift  in  the 
pack  ice),  80-6  (bleak  Grinnell  land),  1 10-13  (adrift  on  the  ice),  117-20  (sledging 
over  the  ice),   128-38    (winter  in  the  Arctic),  110-3   (when  summer  comes). 

Dodge,  121-32  (glaciers  and  icebergs). 

Shaler.    Our   continent,   79-80,    126-7    (the  Greenland  ice-cap.  and  icebergs). 

Herbertson,    18-19    (the  tundra),   29    (the  Greenland  ice-cap). 

TEACHER'S     ADDITIONAL     REFEREN'CE: 
Ballou,   Footprints,   375-81. 
Redway,  New  basis,  69. 

Redway  s   Advanced    geography,    28    (tundras  explained). 
Tarr  &   ^[cMurry,   Utah   Supplement,    16-19  (glaciers  described). 
Dryer,   108-21    (glaciers  and  ice-caps),  270-1    (life  of  an  iceberg). 
Davis,  65-7   (ice  in  the  ocean),  324-30   (glaciers  and  ice-caps). 

Gilbert  &  Brigham,  128-32  (the  Greenland  ice-cap,  and  icebergs),  119-28  (glaciers  in 
general). 

^^'ritten  Work. 

1.  Write  a  little  account  of  the  Arctic  landscape. 

2.  Describe  the  birth  of  an  iceberg. 

3.  What  is  the  (difference  between  icebergs  and  fioe  ice? 

4.  Describe  a  glacier. 

4.  Here  live  the  seal,  the  zcalnis,  and  the  polar  bear. 

Besides  the  mere  wonder  aspect  of  the  polar  beasts,  bring  out  the  absolute 
dependence  of  the  Eskimo  upon  them  ;  upon  the  dogs  for  transportation,  and 
the  wild  animals  for  food  and  clothing. 

PUPILS'    READINGS: 

Chamberlain,    Clothed,    147-53    (the   Pribiloff  seals). 

Carpenter,   303-6   (seals  of  Alaska). 

Stockton,   250-5    (Eskimo  seal-catching),    258-62   (adventure  with  a  polar  bear). 

Our  country  west,  57-64   (the  sea  otter),    31-5    (reindeer    in   Alaska),    49-52    (the    Pribiloff 

seals),  53-6   (sea-lion  hunt). 
Schwatka,   90-1    (wolves),    100-110   (musk  ox  and  polar  bear),  151-3,  194-9   (reindeer  hunt), 

154-9   (seal   hunt),   160-70   (Eskimo   fishing),  199-200  (catching  ducks),  34-9,  81-90,  147-8 

(dogs). 
Horton,  48-50  (seal,  bear,  walrus),   108-9  (killing  seals),  124   (walrus  hunt),   141-2   (Peary's 

dogs). 
Wade,   38-48    (Eskimo  dogs),  63-73    (seals),    81-90    (wolves   and    seals),    936    (polar    bear), 

103-7   (reindeer). 
Scandlin,  46-8   (Xannook,  the  bear),  110-15   (a  walrus  hunt). 
Starr,   10-12   (dogs). 

Andrews,   Each  and  all,   2-6,   7-8   (dogs,   etc.). 
Kirby,    Fireside,    18-30    (various    Arctic    animals). 
King,  Sccon<l  Book,  14-20  (whaling),  185-6    (seal  killing). 
T.nrr  &•    McMurry,   Second   Book,   361    (seals). 
King,    Fifth    Book,    102-5    (Alaska    seal-fisheries). 
Carroll,   Third    Book,    131-2    (seals   of   Alaska). 
Jordan,    Matka   and   Kotik    (a   story   of    seals,  for  children). 
Jordan,  True  Talcs,   55-78   (story  of  a  baby  seal),  80-2  (the  little  blue  fox),  111-12   (Arctic 

birds). 
DuChaillu,   Land  of  the  long  night,   155-69,  257-63  (.Arctic  animals). 
Mary   Smith    (whole   book,   for  primary   grades). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Adams,  88-90    (furs). 

Peary,  Josephine,  the  snow  baby.  Frederick  .Stokes.  (.\  delightful  account  of  .\rctic  life, 
as  experienced  by  a  little  white  girl). 


THE    COXTIXEXT    OF    NORTH     AMERICA.  87 

Written  Work. 

1.  Tell  about  the  Eskimo's  dogs. 

2.  Tell  how  the  seals  live. 

3.  Tell  about  the  polar  bears. 

4.  Name  as  many  of  the  oth.er  Arctic  animals  as  you  remember. 

5.  Of  what  use  are  the  Arctic  animals  to  white  men? 

6.  Of  what  use  are  they  to  the  Eskimos? 

5.  Here  men  sought  the  northzvest  passage  and  the  pole. 

Bring  out  the  fact  that  the  northwest  passage,  having  finally  been  found, 
proved  useless  for  commerce ;  and  that  recent  Arctic  explorations  have  been 
for  purely  scientific  interests,  in  a  search  for  the  pole. 

PUPILS'    READINGS: 

Johonnot,    Stories   of  other   lands,    220-32    (story  of  Dr.  Kane). 

Scandlin,   23-9,   34-83,    89-95,    100-125    (Hans  with  Dr.  Kane). 

Schwatka,   202-12    (wintering   in   the   Arctic   land). 

Ingersoll,  77-100  (various  attempts  on  the  northern  passage),  90-1  (search  for  the  pole), 
93-4    (the   northeast  passage   found),   94-5   (sad  story  of  the  Teannette). 

Horton,  first  frontispiece,  a  good  polar  map;  second  frontispiece,  picture  of  the  aurora, 
9-13  (Franklin  in  the  Arctic),  21-4  (Franklin's  second  journey),  25-31  (fate  of  the 
Franklin  expedition).  32-9  (winter  in  the  Arctic),  51-8  (traveling  on  the  ice),  59-71 
(the  Arctic  coasts  of  Asia),  72-80  (loss  of  the  .Teannette),  81-6  (Greeley  among 
the  glaciers),  87-93  (rescue  of  Greeley),  1 10-13  (floating  on  the  ice),  122-32  (Nan- 
sen's   search    for   the   pole),    149-53    (Andre  and   his  balloon). 

Shaler,    Story   of   our   continent,    250-1     (search  for  the  northwest  passage). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Oxley,    62-70    (search   for   the   northwest   passage). 

Written  Work. 

1.  Why  was  a  northwest  passage  desired?    Why  did  it  prove  useless,  when 

discovered  ? 

2.  What  are  the  present  routes  of  commerce,  for  want  of  a  northwest 

passage  ?    What  far  shorter  route  shall  we  have  by  and  by  ? 

3.  Describe    any    one    of    the    Arctic    expeditions    by    Greely.    Kane,    De 

Long  or  Nansen. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,  27,  95-7. 

Frye's  Advanced  geography,  28,   129. 

Tarr  &   McMurry,    Second   Book,   77-81,    13,   372-6. 

Tarr  &  McMurry,  Introductory  geography,   193. 

THE   WEST    INDIES. 

(Read  "  Note  on  ^Method,"  p.  53.) 
Formal  Geography  of  the  Region. 

Use  a  blackboard  map  of  these  islands,  in  conjunction  with  the  political 
map  in  the  text-book.  The  blackboard  map  should  show  the  adjacent  lands 
of  North  America,  in  order  to  localize  the  region  now  being  studied.  By 
various  interesting  drills  -'^  teach  the  following  locations,  together  with  the 
oral  and  written  spelling  concerned  : 

*See  note  on  drills,  p.   50. 


88  teachers'    handbook   of  geography. 

Cuba,  Haiti.  Porto  Rico.  Jamaica.  Bahama  Islands,  Antilles. 
Atlantic  Ocean,  Guli  of  Mexico,  Caribbean  Sea. 
Florida,  Yucatan.  Havana. 

Test. 

The  correct  filling-  of  an  outline  map  (see  foot-note,  p.  14). 

Lesson  Units. 

I.  Cuba,  the  land  of  sugar-cane  and  the  volanto  ;  impoverished  bv  her  war 
with  Spain,  and  lately  free.     2.   Porto  Rico,  a  ward  of  the  United  States. 

3.  In   Haiti  are  the  twin   black   republics,   with  their  ceaseless   civil   wars. 

4.  Jamaica  is  a  peaceful  British  colony,  where  bananas  grow. 

1.  Cuba,  the  land  of  sugar-cane  and  the  volant c;  inipovcrislicd  h\  her 
zear  zcith  Spain,  and  lately  free. 

Preface  the  lessons  on  Cuba  with  a  little  general  description  of  the 
archipelago. 

Bring  out  the  fact  that  the  original  Indian  population  oi  Cuba  has 
entirely  disappeared,  and  that  the  island  is  now  thickly  peopled  by  a  race 
of  Spanish  blood.  Close  the  study  with  a  short  description  of  the  Spanish 
War,  showing  how  sorely  the  Cubans  were  pressed,  and  how  the  United 
States  intervened  in  their  behalf. 

PUPILS'    KEADLXGS: 

King,   Second   Book,   288-303    (llie   archipelago   in   general). 

Carpenter,  Australia  and  islands,  319-20  (West  Indies  in  general),  357-62  (Cuba  in  gen- 
eral), 362-6  (Havana),  367-70  (on  the  plantations),  370-5  (the  Bahamas  and  Ber- 
mudas). 

Allen,    7-22    (the   hot  belt),    23-42    (banaras),  79-97  (coffee). 

Tarr  &  McMurry,  Second  Book,  330-36  (Cuba  described),  79-98,  384-5  (in  coffee  land), 
393-400   (West  Indies  in  general). 

Miln,  259-66  (the  Cubans). 

Kirby,   Fireside,   84-8    (sugar-cane). 

Carroll,    Second   Book,    163-73    (queer   Havana),   175-86   (in  Cuba). 

Carroll,   Third   Book,   215-22    (in  Cuba). 

C'hambcrlain,  Fed,   146-54   (bananas),  104-12  (coffee). 

Rupert,    128-30    (coffee). 

Carpenter,  North  .\mcrica,  332-4  (coffee). 

P.eal.  256-61    (coffee). 

George,  Little  journeys.  Central  .\merica,  58-60  (coffee). 

George,   Little  journeys,    Porto  Rico,   3-78   (numerous  short  readings  on   Porto   Rico). 

George,  Little  Journeys,  Cuba,  3-77  (many  short  readings  on   Cuba). 

Kellogg.  187-90  (the  archipelago  described),  190-2  (Cuba  in  general),  193200  (Havana), 
195-6    (houses),    197-9    (the  volante),  201-6   (on  the  plantations). 

Wade,  Cuban  cousin,  9-16  (fear  of  the  .Spaniards),  16-36  (hiding  from  the  Spaniards), 
37-44  (the  volante,  and  adobe  houses).  45-52  (how  sugar  is  made).  53-71  (life  on 
the  pl.intations),  72-80  (the  people  whom  Columbus  found).  81-96  (how  the  Ameri- 
cans   fought    for    Cuba),    97-106    (in   Havana). 

Seabury,   84-98    (sugar,    etc.). 

TEACHER'S     ADDITIONAL      REFERENCE: 
Redway's    Advanced    geography,    iii,    99-100. 
Adams,    177-81,   383-7- 
Davis,  Cuba  in   wartime. 

Jlcrbertson.   Central   and   South    .America,    xvii-xviii     (Cuba    summarized),    2-8     (short    read- 
ings on  Cuba). 
Ford,    Tropical    America    (West    Indian    waters). 
\'inccnt,   Around   and  about   South   .\mcrica    (West    Indian    waters). 

Written  Work. 

1.  Name  the  four  main  islands  of  the  West  Indies. 

2.  Tell  about  the  climate,  people  and  products  of  Cuba. 

3.  Tell  wliat  you  iiavc  learned  about  Havana. 

4.  Tell  about  the  Cuban  War,  and  Jiow  our  country  luli)ed. 


THE    COXTIXEXT    OF     NORTH     AMERICA.  89 

2.  Porto  Rico,  a  zcard  of  the  United  States. 

Point  out  that  the  Porto  Ricans  are  identical  in  race  with  the  Cubans ; 
that  Porto  Rico  is  one  of-the  most  densely  populated  areas  of  the  earth; 
and  that,  while  Cuba  is  now  an  independent  republic,  the  govern ino-  of 
Porto  Rico  is  yet  in  the  hands  of  the  United  States. 

PUPILS'    READINGS: 

Tarr  &   ^vIcMurry,    Second   I'ook,   330-6,    393    (Porto  Rico  described). 

Kellogg,    220-5     (people    and    places    in    Porto  Rico). 

Carpenter,    Australia   and    islands,    329-44    (people  and  places  in   Porto   Rico). 

Wade,    Porto    Rico    cousin    (whole    book,   third  to  sixth   grades). 

Carroll,    Second    Book,    188-95     (the    Porto  Ricans). 

Carroll,    Third    Book,    223-7    (in    Porto    Rico). 

Greater    America,    3-64    (six   short   readings  on  Porto  Rico). 

Seabury,  15-24  (island  of  Porto  Rico),  25-37  (odd  sights  in  San  Juan),  37-46  (home  life 
of  the  peons),  46-54  (cock  fighting  and  carnivals),  54-65  (mountains  and  caves),  66- 
76  (rivers  and  soil),  76-84  (climate  and  hurricanes),  84-98  (sugar  and  other  products), 
99-109  (tropical  fruits  and  flowers),  109-16  (forests  and  mines),  116-23  (animals),  124- 
52  (towns  of  Porto  Rico),  152-61  (roads),  161-7  (first  American  census),  167-77  (the 
schools),  177-81  (the  money),  181-9  (how  the  Americans  took  Porto  Rico),  189-99 
(setting   up   the   new   government),    199-215    (historical  sketch). 

TEACHER'S     ADDITIONAL      REFERENCE: 
Redway's  Advanced  geography,   iv. 
Adams,    168-70. 

Herbertson,  Central  and  South  America,  xviii  (Porto  Rico  summarized),  19-20  (short  read- 
ings on  Porto  Rico). 

Written  Work. 

1.  Locate  and  describe  the  Island  of  Porto  Rico. 

2.  Tell  who  the  people  are,  and  about  their  condition. 

3.  Tell  about  the  present  government. 

3.  Ill  Haiti  are  the  ticiit  blade  republics,  leith  their  ceaseless  civil  z^'ars. 
Even  this  crudely  organized  communit}-  of  blacks  (Santo  Domingo)  was 

able  to  throw  off  the  Spanish  rule  and  assert  its  independence.  Here  are 
two  negro  republics,  constantly  wasting  their  substance  in  petty  internal 
strife.  Their  governments  are  upon  such  a  very  unstable  basis  that  foreign 
powers  find  it  difficult  to  maintain  any  regular  diplomatic  relations. 

PUPILS'     READINGS: 

Tarr   &    ]\IcMurry,    Second    Book,    395-7    (the  people  of  Haiti). 
Carpenter,   Australia   and   islands,    344-51    (the  shabby  black  republics). 
Kellogg,    207-13    (the   black    republics    and  their  people). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Redway's  Advanced  geography,   100. 
Herbertson,   Central   and   South   America,    xviii    (Haiti    summarized),    15-18    (short    readings 

on  Haiti). 
Ford,  Tropical  America. 
Vincent,  Around  and  about   South  America. 

Written  \\"ork. 

1.  Locate  and  describe  the  island  of  Haiti. 

2.  Tell  what  you  have  learned  about  the  people. 

4.  Jamaica  is  a  peaceful  British  colony,  where  bananas  grozu. 

It  is  worth  while  to  contrast  the  unbroken  day  dream  of  existence  in  this 
island  with  the  insecurity  and  ceaseless  trouble  which  have  characterized  its 
neighbors.  The  pupil  should  remember  Jamaica  for  its  bananas  and  its 
ginger. 


90  TEACHERS'     HANDBOOK    OF    GEOGRAPHY. 

PUPILS'    READINGS: 

Carroll,  Second  Book,  173-5    (bananas). 

Tarr   &    McMurry,    Second    Book, 394-5    (Jamaica  described). 
Carpenter,   Australia   and   islands,   352-6    (.spices  of  Jamaica). 
Kellogg,   213-20    (people   and   products   of   Jamaica).      ^ 
Allen,   23-44    (banana   land),   45-61    (Jamaica   ginger). 
Chamberlain,   Fed,    146-54    (bananas). 

TEACHER'S    ADDITIONAL      REFERENCE: 

Herbertson,   xix    (Jamaica  summarized),   8-15    (short  readings  on  Jamaica). 

Written  Work. 

1.  Locate  the  island  and  describe  life  in  Jamaica. 

2.  Xame  two  of  the  chief  products  and  say  how  they  are  grown. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,  iii-iv,  99-100. 
Frye's  Advanced   geography,    160. 
Tarr  &  McMurry,  Second  Book,  330-6,  393-400. 
Tarr  &  McMurry,  Introductory  geography,  197-8. 


ALASKA. 

(Read  "  Xote  on  [Method,"  p.  53.) 
Formal  Geography  of  the  Region. 

Draw  a  blackboard  map  of  Alaska  and  use  it  in  conjunction  with  the  most 
detailed  map  shown  in  the  text-book.  By  various  interesting  drills  "^^^  teach 
the  following  locations,  together  with  the  oral  and  written  spelling: 

Arctic  Ocean,  Pacific  Ocean,  Bering  Strait,  Bering  Sea. 

Alaska,  Asia,  Canada. 

Yukon  River,  Muir  (llacier.  ~S\[.  ]\IcKinley,  [Nit.  Logan. 

Sitka,  Dawson,  Nome. 

Test. 

The  correct  filling  of  an  outline  map  (see  foot-note,  p.  14). 

Lesson  Units. 

I.  Alaska  is  a  land  of  totem-poles  and  salmon-fishers.  2.  It  is  a  region  of 
Iiighcst  mountains  and  stupendous  glaciers,  with  a  mild  coast  climate. 
3.   In  Alaska  are  rich  deposits  of  placer  gold. 

I.  Alaska  is  a  land  of  toicm-pulcs  and  salinoii-fislicrs. 

The  -Arctic  side  of  Alaska,  with  its  Eskimos,  was  studied  under  the  head 
of  Arctic  America.  The  region  along  the  Pacific  shores  is  different  in  every 
respect.  The  natives  arc  Indians,  whose  tribal  lore  is  recorded  in  their 
curious  totem-poles.  This  rugged  coast  is  one  of  the  great  salmon-fishing 
regions  of  the  world. 

I'l'Prr.S'    READINGS: 

Cirroll,   Second   Book,   9-46   (totcm-polcs  and    Indians). 
Carpenter,    302-6    (totem -poles  and   Indians). 


•See  note  on  drills,  p.  50. 


THE    CONTINENT    OF    NORTH    AMERICA.  91 

Our  country  west,  3-11  (stories  about  Sitka),  12-15  (Indian  canoe  building),  17--0  (the 
salmon-fisheries),  45-8  (hermits  of  western  Alaska),  49-52  (seal-hunters)  21-1;  (the 
Alaskan  coast).  ^ 

King,    Fifth    Book,    94-101     (Alaska    Indians),   92-4   (Sitka). 

Smith,   197-8   (salmon). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Herbertson,  23-4  (Alaska  Indians  as  fishermen),  28-9  (the  more  southern  Eskimos),  -i-t 
(forests  of  Alaska).  "^ 

Written  Work. 

1.  Describe  the  ways  of  living  among  the  Alaskan  Indians. 

2.  Describe  the  totem-poles  and  tell  what  they  mean. 

3.  Tell  about  the  salmon-fisheries. 

2.  It  is  a  region  of  highest  mountains  and  stupendous  glaciers,  with  a  mild 
coast  climate. 

Note  Mts.  IMcKinley  and  Logan,  the  highest  two  peaks  on  our  continent 
(respectively  20.500  and  19,500  feet).  Take  the  Muir  Glacier  as  a  type  of 
those  in  Alaska,  and  review  the  birth  of  icebergs,  as  taught  in  the  topic 
Arctic  America.  But  do  not  let  this  presence  of  the  glaciers  obscure  the 
fact  that  this  region  has  a  climate  and  landscape  by  no  means  Arctic. 

PUPILS'    READINGS: 

Our  country   west,  40-3    (volcanoes  of  Alaska),    21-5    (the    Alaskan    coast),    31-5    (reindeer 

in  Alaska). 
Carpenter,    298-301    (mountains  and    glaciers  of  Alaska). 
Minna   Smith,    195-9    (the   vast   country). 

King,   Fifth   Book,   78-91    (mountains  and  glaciers  of  Alaska). 
Carroll,    Third    Book,    124-9     (the    passes  over  the  mountains). 
Dodge,   121-32    (glaciers  and  icebergs). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Shaler,   Story  of   our  continent.   87-8    (origin  of  the  islands  of  Alaska). 

Herbertson,  150-3  (mountains  of  Alaska). 

Tarr  &   McMurry,    Utah  Supplement,    16-19   (glaciers  described). 

Dryer,   109-21    (Alaskan  glaciers,  and  others). 

Davis,   324-30    (glaciers  in   general). 

Gilbert  and  Brigham,   119-32   (glaciers,  in  Alaska  and  elsewhere),   72-3    (Yukon   River). 

Written  Work. 

1.  Tell  about  the  mountains  of  Alaska  and  name  two  high  peaks. 

2.  Tell  about  the  Muir  Glacier,  and  about  icebergs. 

3.  What  are  some  of  the  differences  between  this  region  and  the  Arctic 

region  ? 

3.  In  Alaska  are  rich  deposits  of  placer  gold. 

Locate  two  centers  of  activity  in  the  Alaska  placer  mining :  one  at  Cape 
Nome,  where  the  sands  are  washed  for  their  gold,  and  the  other  in  the  Yukon 
basin,  centering  around  Dawson,  where  the  metal  is  found  in  nuggets,  buried 
in  gravel-beds  under  the  reindeer  moss.  Bring  out  the  difficulties  besetting 
those  pioneers  who  joined  in  the  first  gold  rush  to  the  Yukon  country ; 
the  difficult  snowclad  passes,  the  dangerous  rivers,  etc.  While  we  hear 
principally  of  the  placer  mining  of  Alaska,  there  is,  on  one  of  the  coast 
islands,  one  of  the  richest  quartz  mines  in  tHe  world — the  Treadwell. 

PUPILS'    READINGS: 

Carpenter,  307-9  (Yukon  gold). 

Our  country  west.  37-9    (Yukon  gold-hunters). 

Horton.  94-103    (the  Yukon  country). 


92  teachers'    handbook   of   geography. 

Carroll,    Third    Book,    122-31     (the    gold    fields     of     Alaska),     124-9     (the     passes     over     the 

mountains). 
Tarr    &    McMurry,    Second    Book,    328-30    (Alaska  mining). 
See,   also,   the  readings  on  placer  mining  under    Unit   2,   Pacific   Region,   p.  120. 

TEACHER'S     ADDITIONAL     REFERENXE: 
Herbertson,  25-8   (the  Yukon   River  country). 

Written  Work. 

1.  Describe    the   gold-mining-    of    Alaska,    and    locate    the    two    principal 

centers. 

2.  Tell  abont  the  gold  rush  to  Alaska. 

Text-book  Review. 

The  i^ertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's   Advanced    geography,    91. 
I'rye's  Advanced  geography,    120-22. 
Tarr  &  AIcMurry,  Second  Book,  32$-io. 
Tarr  &  McMurry,  First  Book,   188-9. 

THE    CANADIAN    PROVINCES. 

This  region  includes  all   of   British  America  except  the   extreme   north, 
which  has  already  been  studied  under  the  caption  "Arctic  America." 
Read  "  Note  on  Method."  p.  53. 

Formal  Geography  of  tue  Region. 

Use  a  blackboard  map  of  the  region,  in  conjunction  with  the  political  map 
in  the  text-book.  l\"ach,  by  various  interesting  drills,*  the  following  loca- 
tions, together  ^\■ith  ihe  oral  and  written  spelling  concerne<l: 

Provinces  of  (Juebec,  Ontario,  New  Brunswick,  Nova  Scotia,  Manitoba, 
British  Columbia,  Labrador;  Newfoundland. 

Cities  of  Montreal,  Quebec,  Ottawa,  Toronto,  Halifax.  Winnipeg,  Van- 
couver, X'ictoria. 

(ireat  Lakes  (as  a  whole),  St.  Lawrence  River.  Gulf  of  St.  Lawrence, 
Hudson   Bay,  Lake  Winnipeg,   Rocky   Mountains,   N^ancouver  Island. 

Test. 

Tile  correct  filling  of  an  outline  map  (see  foot-note,  p.   14). 

Lesson  Units. 

I.  A  southern  l)clt,  populous  with  progressive  whites,  who  are  very  much 
like  ourselves.  2.  North  of  this,  a  lf)nesome  sub-arctic  region,  aliandoned  to 
the  fur  Jiunter. 

I.  .  /  southern  belt,  populous  icitli  proi^ressk'e  whites,  u'ho  are  r't'ry  uiueli 
like  oursch'es. 

This  unit  should  leave  the  ])upil  witli  I'dur  distinctly  localized  ideas  con- 
cerning the  region:  .Xewfoundland  is  notably  a  community  of  i)oor  tish- 
<Tmen.     The  thickly  jxjpulated   district   extends  from   (Juebec   westward   to 

*Scc  note  nn  drills,   p.    50. 


THE    CONTINENT    OF    NORTH     AMERICA.  93 

Lake  Huron.  Between  the  Great  Lakes  and  the  Rockies  Ue  the  prairie 
lands  of  Canada,  including  the  famous  wheat  region  of  Manitoba.  The 
far  west  is  the  region  of  stupendous  scenery,  soft  cHmate  and  rapidly  increas- 
ing population. 

PUPILS'    READINGS: 

Carpenter,   315-16    (Xewfoundland   Banks),   316-27    (cities  of  Canada). 

Shaler,   Story  of  our  continent,    178    (the    St.   Lawrence   Valle\'  as  a  place  to  live). 

King,   Second   Book,    146-58    (St.    Lawrence  and  Niagara),  159-64  (climate  of  Canada),  165-9 

(lumbering),    177-85    (Newfoundland     fisheries),     189-92     (the     provinces),     192-8     (the 

prairies),     198-206     (Canadian    cities),    207-21     (Newfoundland),    222-31     (Nova    Scotia 

and   New   Brunswick),   232-50    (the   Canadian   Rockies). 
George,    9-93    (the   cities   of   Canada). 
Tarr  &  McMurry,   Second  Book,   351-6    (Canada    in    general),     356-8     (lumbering),     358-60 

(fishing),    362-5    (farming),    366-71    (cities  of  Canada). 
Eggleston,   Stories  of  American  life,  51-6    (the  St.   Lawrence). 

Kellogg,    160-5    (Xewfoundland),    165-72    (Cape  Breton  and  Prince   Edward   Islands). 
Miln,  222-36   (Canadian  outdoor  life). 
Children  of  the   w-orld,   202-6    (outdoor   sports  of  Canada). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Herbertson,  xxiii-xxiv  (the  provinces  summarized),  30-2  (Xewfoundland  fishermen),  32-7 
(short  readings  on  X'ova  Scotia  and  New  Brunswick),  37-40  (climate  of  Canada), 
40-8  (St.  Lawrence  and  Ottawa  rivers),  70-3  (the  Red  and  Saskatchewan  rivers),  42, 
45-6,  49  (Quebec,  Ottawa,  Montreal),  50-5  (Canadian  lumbering),  55-7  (Canadian 
farmers),  57-g  (the  French  Canadians,  or  "Habitants"),  59-62  (forest  fires  in  Can- 
ada), 62-4  (fruit  farms  in  Ontario),  65  (the  Canadian  "Soo"),  65-8  (Niagara  Falls), 
68-72  (the  wheat  prairies  of  the  west),  74-7  (the  Canadian  Rockies),  77-81  (British 
Columbia). 

Stoddard,   Lecture,  Canada. 

Adams'   Commercial  geography. 

Chisholm,   370-9. 

Oxley,    145-56    (building   the   Canadian   Pacific    Railway),    197-219    (lumber   camps). 

Written  Work. 

1.  Tell  about  the  people  of  Xewfoundland. 

2.  What  part  of  Canada  is  most  thickly  populated? 

3.  Tell  something  about  the  Canadian  cities. 

4.  Describe  the  region  between  the  Great  Lakes  and  the  Rockies. 

5.  Describe  the  British  Columbia  region. 

2.  Kovtli  of  this,  a  loiicsonic  sub-arctic  region,  abandoned  to  the  fur 
hunter. 

Between  the  land  of  Eskimos  and  icebergs  on  the  north  and  the  populous 
and  civilized  belt  of  the  south,  there  is  a  vast  middle  region,  including  the 
basin  of  Hudson  Bay  and  the  southern  part  of  the  ^Mackenzie  basin.  Here, 
in  this  untamed  wilderness,  is  one  of  the  greatest  game  preserves  yet  remain- 
ing on  earth.  In  the  olden  time  it  was  partly  exploited  by  the  Hudson 
Bay  Company,  and  to-day  it  is  still  one  of  the  world's  great  fur  countries. 
Its  scant  population  is  made  up  of  trappers  and  traders. 

PUPILS'    READINGS: 

Chamberlain,  Clothed,  129-46  (fur  bearers  of  Hudson  Bay  district). 

Carpenter,   310-14    (the  wilds  of  the  Hudson  Bay  region). 

Horton,    14-20    (Franklin   in  the  Hudson   Bay  country). 

Rupert,   93-9    (animals   of   the   fur  country). 

King,   Second  Book,    170-7    (fur-trappers   of  Hudson  Bay  region). 

Kirby,  Fireside,   77-9   (beaver). 

Dodge,  53-5   (hunting  centers). 

TEACHER'S     ADDITIONAL     REFERF.XCE: 

Herbertson,  5-10  (Labrador  and  the  great  lone  land),  10-12  (the  fur-traders'  country),  12- 
18    (the   forest   Indian),    19-20    (the   Peace   River  country). 

Shaler,  Story  of  our  continent,  169-71  (.the  sub-Arctic  lands),  81-2  (formation  of  Hudson 
Bay),  99-100  (the  Laurentian  plateau),  102-3  (the  Mackenzie  River),  104-5  (rivers 
and   lakes  of  the   Hudson  Bay  country),   11 5-16   (stunted  trees  of  the  north). 

Adams'   Commercial  geography,  88-90   (furs).    1S8    (Hudson   Bay  fur  trade). 

Chisholm,    152-3    (the  fur  trade). 

Oxley,  96-144   (story  of  the  Hudson   Bay   Trading  Company). 


94  TEACHERS      HANDBOOK    OF    GEOGILAPHY. 

\\'ritten  Work. 

1.  Locate  the  fur  country  and  describe  it. 

2.  Tell  about  the  people  who  live  there. 

Text-book  Review. 

The  pertaining"  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,  93-6. 

Frye's  Advanced  geography,   129-32. 

Tarr  &  McMurry,  Second  Book,  351-71- 

Tarr  &  McMurry,  Introductory  geography,   190-2. 

THE    UNITED    STATES. 
Structural  Geography. 

Give  a  review  of  structural  Xorth  America  (see  pp.  67-71)  sufficient  to 
fi5c  the  following  points : 

I.  A  great  western  plateau,  a  lesser  eastern  plateau,  and  a  central  lowland 
between.  2.  An  eastern  extension  of  the  central  lowland,  forming  the 
Atlantic  Plain.  3.  Two  important  Pacific  lowlands — the  California  valley 
and  the  Columbia  River  valley.  4.  The  Atlantic  coast  is  rocky,  with  good 
harbors,  in  its  northern  half ;  and  sandy,  with  poor  harbors,  in  the  south. 
The  Pacific  coast  is  a  clilt  broken  by  few  harbors,  but  among  these  are 
two  of  the  first  class. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's    .Xdvanced    geography,    49-33. 

Frye's  Advanced  geography,   64-7. 

Tarr  &  McMurry,  Second  Book,  5-12,  19-21. 

Tarr   &    McMurry,    Introductory   geography,  139. 

Formal  Geography  of  the  United  States. 

Use  a  blackboard  map,  in  conjunction  with  the  political  map  in  the  text- 
book. J5y  various  drills  *  teach  the  following  locations,  together  with  the 
oral  and  written  spelling  concerned. 

.Atlantic  and  Pacific  oceans;  Gulf  of  Mexico;  Great  Lakes. 

.Appalachian,  Rocky,  Sierra  Nevada  mountains. 

Mississippi,  St.  Lawrence,  Colorado,  Columbia,  Rio  Grande,  Missouri, 
Oliio  rivers. 

New  York,  Chicago,  San  Francisco,  New  Orleans,  Washington. 

Memorize  the  States  in  Groups. 

1.  The  slates  bordering  the  Pacific  Ocean  (3). 

2.  The  states  and  territories  bordering  Mexico  (4). 

3.  The  ])latcau  states  and  territories  (8), 

4.  States  on  the  west  bank  of  the  Mississippi  (5). 

5.  States  and  territory  due  north  of  Texas  (6). 

•Sec  note  on  drills,  p.   50. 


THE    CONTINENT    OF     NORTH     AMERICA.  95 

6.  States  on  the  east  bank  of  the  Mississippi  (5). 

7.  Gulf  states  (5). 

8.  New  England  states  (6). 

9.  Other  Atlantic  states  (include  West  \'a.  and  Penn.)   (11). 
10.  Lake  states  (8). 

Test. 

The  correct  filling  of  outline  maps  (see  foot-note,  p.  14).  Two  separate 
outlines  will  be  required,  and  the  work  may  take  two  lessons,  if  necessary. 
Let  the  first  tracing  include  only  the  boundary  and  the  rivers  called  for.  In 
the  test  this  map  is  to  be  filled  with  the  structural  features  and  cities  in  the 
above  list.  The  second  tracing  need  include  nothing  but  state  boundaries. 
The  test  is  to  fill  it  with  the  names  of  the  states  and  territories. 

NEW    ENGLAND    STATES. 

(Read  "  Note  on  ^Method,"'  p.  53.) 
Formal  Geography  of  the  Region. 

Draw  a  mass  map  of  these  states  on  the  board  and  use  it  in  conjunction 
with  the  text-book  political  map.  By  various  drills  =^'  teach  the  following 
locations,  together  with  the  oral  and  written  spelling. 

The  boundaries  of  New  England  as  a  whole. 

Memorize  the  states  in  order,  from  the  map. 

Cape  Cod;  White  Mountains,  ]\It.  Washington;  Champlain  and  Moose- 
head  lakes ;  Connecticut.  Merrimac,  and  Kennebec  rivers. 

Boston,  \\"orcester,  Lowell,  Fall  River,  Providence,  Hartford,  New  Haven. 

Test. 

The  correct  filling  of  an  outline  map  (see  foot-note,  p.  14). 

Lesson  Units. 

I.  The  land  of  the  Pilgrim  fathers,  and  of  literary  fame.  2.  New  Eng- 
land has  important  fisheries,  and  Gloucester  is  the  great  fishing  port.  3.  The 
thin-soiled,  rocky  country  affords  poor  farms  but  fine  quarries.  4.  The 
lumber  of  Alaine  has  built  many  ships.  5.  The  rivers  have  powerful  falls, 
and  manufacturing  cities  have  grown  up.  6.  The  indented  sea-front  aft'ords 
good  harbors,  and  Boston  is  upon  one  of  them.  7.  New  England  has  crops 
of  cranberries,  maple  sugar,  and  ice. 

I.   TJic  land  of  the  Pilgrim  fathers,  and  of  literary  fame. 
Leave  with  the  pupil  a  conception  of  New  England  as  the  cradle  of  our. 
national  patriotism  and  our  culture. 

PUPILS'    READINGS: 

Our  country  east,   195-9    (Plymouth  Rock),   200-4   (old   Provincetown). 

Carpenter,    91-9    (historic    Boston). 

Carroll,    Third    Book,    203-11    (historic   Boston). 


*See  note  on  drills,  p.   50. 


96 


TEACHERS      HANDBOOK    OF    GEOGRAPHY. 

Carver  &   Pratt,    65-71    (first   blood  of   the  Revolution). 

Mowry,    143-8    (Colonial   conditions),   202-6   (Colonial   ilays). 

Rocheleau,   Products  of  the  soil,   141    (a   "husking  bee"). 

Smith,   40-7    (in    Boston). 

King,    Fourth    Book,    87-106    (historic   Boston,  etc.). 

Eggleston,   21-37   (Colonial  stories). 

Tarr  &  McMurry,  New  England  Supplement,   16-32   (history  of  New  England). 

Pratt,    Stories    of    Massachusetts,    13-68     (Pilgrims,     Indians,    etc.),     69-131     (Revolutionary 

tales),   153-63    (Salem  witches),   133-76   (Concord  and  the  great  authors). 
Blaisdell,  9-48   (Colonial  stories). 

Children  of  the  world,   217-33    (child  life  in  New  England). 
Andrews,    Ten    boys,    191-206    (Puritan    days),  207-28    (Colonial   days). 
McMaster,    16-20    (the    Indians),    56-64    (the    coming    of    the    Pilgrims),    64-72    (pioneer    life 

in  New  England). 

TE.VCHER'S     ADDITIONAL     REFERENCE: 

Brigham,   66-9    (the  literary  side   of   New   England). 

Written  Work. 

1.  Tell  the  story  of  the  Pilgrims,  and  of  Plymouth  Rock. 

2.  Give  some  facts  to  show  that  New  England  has  been  the  cradle  of  our 

patriotism  and  culture. 

2.  Nczi'  England  has  important  fisheries,  and  Clouccstcr  is  the  great 
fishing-port. 

Keep  well  to  the  picturesque,  or  wonder,  side,  but  also  present  the  fact 
that  here  are  communities  looking  almost  wholly  to  the  products  of  the  sea 
for  a  living.    Compare  with  your  home  town  in  this  respect. 

PUPILS'    READINGS: 

Pratt,   Stories  of   Massachusetts,  201-48    (Cape  Cod  and  Cloucester  fishing). 

Carpenter,    315-16    (the    Newfoundland    banks). 

Tarr  &   McMurry,    Second   Book,    136-9   (New  England  fisheries). 

Chase   &    Clow,    \'ol.    II,    114-29    (cod-fishing,   etc.). 

Our   country  east,    203-4    (Provincetown    whalers),   229-32    (a   fish-farm). 

Chamberlain,    Fed,    54-69    (cod-fisheries). 

Beal,   120-61    (cod,  herring,  etc.). 

Industries  of   today,    i-ii    (New   England  fisheries). 

King,   Second  Book,   14-20  (whaling),   177-88   (cod,   herring,  etc.). 

Carroll,    Third    Book,    170-87    (New    England  fisheries). 

.Smith,   51-5    (New   England  fisheries). 

Eggleston,    66-76    (New    England    fisheries). 

Talks  about  animals,   3-51    (short  readings  on  coast  fisheries). 

Carver  &   Pratt,   133-4   (fisheries). 

Wood,   8-14    (whaling). 

Tarr   &    McMurry,    New    England   Supplement,  33-8   (New   ICngland  fisheries). 

Dodge,  53-5  (fishing  centers). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Shaler,  Story  of  our  continent,  274-5   (New   England   fisheries). 

Brigham,  57-8. 

Cliisholni,    159-64    (fisheries   in   general). 

Redway's    .\dvanced   geograi)hy.    38-9. 

.Adams'   Commercial  geography,  82-8. 

Kipling,  Captains  Courageous. 

Written  Work. 

1.  (live  a  little  account  of  Gloucester  as  a  fishing-])(irt. 

2.  Tell  about  the  fishing  grounds,  and  the  life  of  tlie  tisherman. 

.     3.   The  thin-soiled,  rocky  conntry  affords  poor  farms  but  fine  quarries; 
and  the  Neiv  lingland  lakes  and  sea  cliffs  make  famons  snnnner  resorts. 

Show  how  her  rocks  and  lakes  thus  become  a  gtnuine  resource,  in  the 
absence  of  those  vast  agricultural  lands  which  :\rv  the  chief  wcaltli  ot  the 
western  states. 


THE    CONTINENT    OF     NORTH     AMERICA.  97 

PUPILS'    READINGS: 

Tarr  &  McMurry,  Second  Book,  IJ4-7  (the  surface  of  Xew  England),  133-6  (the  quar- 
ries),   139-4   (the  small    farms),    151-4   (the  summer  resorts). 

Dodge,  55-7  (scenic  centers),  113-16  (character  of  lakes),  127-32  (how  the  moraines  were 
made),    132-6   (work  of  the  great  ice   sheet). 

Cliflford,   150-5    (the  quarries). 

Fairbanks,   Home  geography,    1 12-15    (quarries). 

Carpenter,   88-9    (quarries),    76-7    (controls),  84-7    (scenery). 

Chase  &  (Tlow,   Vol.   I,   134-41    (quarries). 

Rocheleau,    Minerals,    113-62    (quarries). 

King,    Third    liook,    65-8    (quarries),    95-117    (scenery). 

Carroll,    Third   Book,    189-97    (^^ew    England   mountains),    28-38    (Maine    woods). 

King,    Fourth    Book,    106-39    (picturesque    Xew    England). 

King,   Second   Book,   80-9    (White   Mountains). 

Smith,  48-51    (mountains). 
TEACHER'S     ADDITIONAL      REFERENCE: 

Herbertson,  88-90   (romantic  scenery). 

Tarr  &  !McMurry,  New  England  Supplement.  3-16  (physiography  of  New  England),  43-6 
(the  small  farms),  48-9  (granite  quarries),  70-6  (the  interior  region  of  Massachusetts), 
77-82  (Rhode  Island),  82-90  (Connecticut),  91-g  (New  Hampshire),  99-107  (Vermont). 
107-15   (Maine). 

Shaler,  Story  of  our  continent,  65-75  (the  glacial  drift),  83-4  (glacial  results  in  New 
England),    107-9    (New    England   rivers). 

Redway,   New   basis,    114. 

Brigham,  Chap.  II  (the  physical  making  of  New  England).  45-6  (the  quarries),  478,  63-4 
(why  the   farms  are  poor). 

Gilbert  &  Brigham,  132-50  (the  glaciation  of  New  England),  181-2  (mountains  of  New- 
England). 

Written  Work. 

1.  Compare  the  natural   resources   of   Xew   England   with   those   of   the 

prairie  states. 

2.  Name  the  quarry  products  of  Xew  England  and  describe  a  quarry. 

3.  Tell  about  the  summer  resorts. 

4.  The  lumber  of  Maine  has  built  iiiaiiy  ships. 

Xote  the  circumstances  of  eastern  lumbering",  so  dififerent  from  those  of 
California.  There  they  depend  upon  the  snow  for  hauling,  and  winter  is 
the  season  of  activity.  On  the  Pacific  Slope  these  seasons  are  reversed,  the 
rains  of  winter  closing  down  the  coast  camps.  The  Sierras  have  winter 
snows,  but  there,  too,  summer  is  the  logging  season.  Xote  that  our  greatest 
timber  source  is  now  in  the  Lake  Superior  region. 

PUPILS'    READINGS: 

Our   country   east,   233-7    (Elaine   lumbering). 

Chase  &  Clow,    Vol.    I,    121-5    (lumber),    126-33    (ship-building). 

Tarr  &   McMurry,   Second  Book,   252-4    (lumber),   127-32   (New  England  lumbering). 

Bradish,  39-49   (a  logging-camp). 

Rocheleau,   Products  of  the  soil,  9-36,  46-50   (a  iumber-camp) . 

Industries   of  today,    59-67    (lumbering). 

Tarr   &   McMurry,    New    England    Supplement,  38-42    (lumber  and  pulp). 

Carpenter,    184-9    (lumbering). 

Carroll,  Third  Book.  80-81    (lumber). 

Dodge.  43-6   (lumbering  centers). 

King,  Second  Book,  165-9  (lumber-camp).  1 

Herbertson,    50-5    (a   typical   lumber-camp),  59-62    (a  forest  fire). 
TEACHER'S     ADDITIONAL     REFERENCE: 

O.xley,   197-219    ("From  forest  to  floor"). 

Brigham,   49-50    (New    England   forests). 

Redway,    New    Basis.    103-4. 

Written  Work. 

1.  Describe  a  Maine  logging  camp. 

2.  Why  has  [Maine  ship-building  declined? 

5.  The  rivers  hare  poicerful  falls,  and  iiianufaeturiiig  cities  hai'C  grown  up. 
Let  the  pupil  leave  this  topic  with  a  general  notion  of  the  distribution 

of  occupations.     Here  in  Xew  England  are  hundreds  of  thousands  of  people 


98  teachers'   handbook  of  geography. 

busied  almost  wholly  in  the  factories  themselves,  or  in  close  connection  with 
them,  while  in  Texas,  or  the  Dakotas,  or  the  valleys  of  California,  the 
occupations  are  totally  different.  What  is  the  characteristic  vocation  in 
your  own  locality? 

Avoid,  in  this  treatment,  any  detailed  examination  into  the  processes  of 
manufacture. 

Note  the  "  fall  line,"  the  eastern  edge  of  the  highlands  at  which  each  river 
has  its  last  rapids.  Show  how  these  falls,  or  rapids,  at  first  determined 
the  locations  of  the  manufacturing  cities ;  and  how,  later  on,  the  cheap 
production  of  coal  made  it  profitable  to  manufacture  without  regard  to  falls. 

Bring  out  the  fact  that  New  England  is  at  a  disadvantage  in  her  manu- 
facturing, since  she  has  to  send  to  a  distance  for  both  her  coal  and  her  raw- 
materials,  such  as  cotton  and  iron. 

PUPILS'    RE.ADINGS: 

Chamberlain,    Clothed,    72-9    (cloth    weaving    in    Massachusetts),    99-104    (leather-making    in 

Massachusetts),    154-66    (pins,    needles,     thread,     etc., — varied     manufactures    of     Xew 

England),    167-79    (the   shoemakers   of  New   England),    180-96   (hats   and   gloves),    197- 

203    (buttons). 
Clifford,   39-110    (various  manufactures). 

Cliase  &  Clow,  Vol.  II,   12-29,   75-8,   102-3    (factories  of  Xew  England). 
Tarr  &   McMurry,   Second  Book.    141-7    (New   England  manufacturing). 
Carpenter,   76-80,   82-4   (factories). 

Rocheleau,   Products  of  the   Soil,   1 14-16    (manufactures). 
King,  Third  P.ook,  24-39,  47-6i    (New  England  mills). 
Smith,   37-8,   56-7   (New  England  manufacturing). 
Carver   &   Pratt,    116-28    (cotton   manufacturing). 
Chase  &  Clow,   Vol.   I,   86-117    (varied  metal  manufacturing). 
Parker,  125-69  (pins,  needles,  nails,  etc.). 
Wood,  33-41    (a  shoe  factory). 

Pratt,    Stories   of   Massachusetts,    275-311    (the  manufacturing  cities). 
Tarr  &   McMurry,    New   England    Supplement,  21-3   (early  manufacturing),  49-56   (textiles), 

57-9    (shoemaking),   60-2    (metals   and  machinery). 
Dodge,  47-9   (manufacturing  centers). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Herbertson,  113   (the  fall  line),  xxvii,  92-3    (New  England  as  a  manufacturing  center). 

Frye's   Advanced    geography,    93-4    (the    fall   line). 

Brigham,    72   (the   fall   line),   50-3,   64   (New    England   industries). 

Adams,   139-46,   165   (our  enormous  manufacturing),  54   (the  fall  line). 

Davis,   127-9   (the  fall  line). 

Gilbert  &  Brigham,  42,  65   (the  fall  line). 

Redway,   New  basis,    105-6,    108. 

Written  Work. 

1.  Tell  about  the  fall  line,  and  how  the  river  falls  have  built  up  Xew 
England. 

2.  Under  what  (Hsadvantages  does  tlie  manufacturing  in  New  England 
rest  ? 

C  The  indented  sea-front  affords  good  Jiarbors,  and  Boston  is  on  one 
of  them. 

Turn  U)  the  text-book  maps  of  Xew  England  and  of  the  Tacitic  Coast. 
Note  that  the  New  England  coast  from  one  end  to  the  other  is  a  succession 
of  protc':tcd  inlets.  Compare  with  the  almost  continuous  cliff  of  the 
Pacific  margin  of  our  country ;  and,  in  the  latter,  note  the  two  great  excep- 
tions, San  Francisco  Bay  and  Puget  Sound. 

Discuss — just  what  is  a  harbor?  A  bay,  or  inlet,  sheltered  from  storms, 
so  that  shii)ping  may  find  a  quiet  anchorage.     Elicit  that  a  region  without 


THE    CONTIXEXT    OF     XORTH     AMERICA.  99 

harbors  can  have  no  share  in  ocean  commerce.     Tell  of  breakwaters,  such 
as  that  at  Chicago,  or  at  Galveston,  built  to  form  artificial  harbors. 

PUPILS'    READINGS: 

Tarr  &  McMurry,    Second  Book,   124-6    (  Xew    England's    harbors),    148-51     (coast    cities    of 

Xew   England). 
Tarr   &   McMurry,    New   England   Supplement,    19-21     (early    commerce    of    Xew    England), 

63    (trade   centers),   63-70    (Boston). 
Industries  of  today,   119-26  (a  Boston  market). 
Our  country  east,   219-24    (a   Boston  market). 

Carpenter,   91-5    (Boston  as  a  port),   80-2    (Maine,    the    "state   of   a    hundred    harbors"). 
Mowry.  241-2    (the  Boston  subway). 
King,  Third  Book,  40-6   (Xew  England  ports). 
Dodge,    11-13    (value  of   harbors),    105-8    (lagoons    and    bars:    types    of    poor    harbors,    as    a 

contrast),    165-70   (drowned  valley  harbors). 

TEACHER'S     ADDITIONAL     REFEREXCE: 

Herbertson.   xxvii-xxviii   (New  England  summarized). 
Redway,   Xew  basis,  83-8   (controls). 
Brigham,   53-9   (New  England's  harbors). 

Drj'er,  95   (drowned  valleys  as  harbors),  227-9    (rising   and   sinking  coasts). 
Davis,   95-7   (changing  coastlines),    195-7,296   (drowned  coast  harbors). 
Shaler,    Aspects,    7-9    (rising    and    sinking  coasts,  instance  of  the  Temple  of  Jupiter). 
Gilbert   &   I5righam,    lo-ii,   63-5,   314   (rising    and   sinking    coasts),    302-4    (harbors    of    X'ew 
England). 

Written  Work. 

1.  What  is  a  harbor? 

2.  Tell  about  good  harbors  and  poor  harbors,  and  how  they  are  made. 

7.  New  England  has  crops  of  cranberries,  maple  sugar,  and  ice. 
Associate  the  cranberry  industry  particularly  with  the  Cape  Cod  country. 

PUPILS'    READINGS: 

Chamberlain,   Fed,   87-90    (sugar),    131-8    (cranberries). 

Our  country   cast,   205-10    (cranberries),    225-8    (sugar),    238-43    (ice). 

Bradish,  5-8  (sugar). 

Carpenter,  89-90  (sugar). 

Rocheleau,    Products   of   the   soil,    68-76     (sugar). 

Beal,   225-7   (sugar). 

King,  Tliird  Book,   75-7   (sugar). 

Carroll,    Third    Book,    198-201     (sugar),    212-14    (ice). 

Industries  of  today,   27-36    (ice),   45-53    (cranberries),  54-8  (sugar). 

Written  Work. 

1.  Tell  how  maple  sugar  is  made. 

2.  Tell  about  Cape  Cod  cranberries. 

3.  Tell  about  the  ice  crop. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,   38-9,  41,    63-5. 

Frye's    Advanced    geography.    88-92. 

Tarr   &   IMcMurry,    Second    Book,    124-56. 

Tarr  &  McMurry,   Introductory  geography.    142-8. 

MIDDLE    ATLANTIC    SEABOARD. 

(Read  ''  Xote  on  [Method,"  p.  53.) 

Formal  Geography  of  the  Region. 

Draw  a  blackboard  map  showing  the  coastal  region  from  X^ew  York  Bay 
to  Chesapeake  Bay,  inclusive.     Use  this  in  conjunction  with  the  text-book 


lOO  TEACHERS      HANDBOOK    OF    GEOGRAPHY. 

map  of  the  region  and  teach  the  following  locations.*  Teach  also  the  oral  and 
written  spelling  concerned : 

New  York,  Xew  Jersey,  Pennsylvania.  Delaware,  Maryland.  \'irginia, 
District  of  Columbia. 

Cities  of  New  York,  Philadelphia,  Baltimore,  Washington,  Norfolk. 

Hudson,  Delaware,  Susquehanna,  Potomac,  James  rivers ;  Erie  Canal. 

New  York,  Delaware,  and  Chesapeake  bays ;  Long  Island,  Long  Island 
Sound. 

Adirondack.   Catskill,  and   Alleghany  mountains. 

Test. 

The  correct  tilling  of  an  outline  map  (see  foot-note,  p.  14). 

Lesson  Units. 

I.  Here  is  a  rei^io)i  of  fine  harbors,  eiiorinoiis  eifies,  and  a  K'orld-zcide 
merce.    2.  Washington,  on  the  Potomac,  is  the  nation's  capital. 

I.  Here  is  a  region  of  fine  harbors,  enormous  eifies  and  a  ivorld-zi'ide 
commerce. 

Bring  out  the  fact  that  here,  from  New  York  to  Washington,  is  the 
most  thickly  populated  region  in  the  western  hemisphere.  Notice,  in  this 
connection,  the  fine  harbors  of  New  York,  Philadelphia,  and  Baltimore. 
Associate  the  supremacy  of  New  York  with  two  factors :  Its  fine  harbor 
and  its  easy  way  to  the  west  via  the  Mohawk  \'alley.  Show  the  early 
importance  of  the  Erie  Canal,  but  leave  the  impression  that  it  has  long 
since  yielded  first  place  to  the  railroads. 

Give  some  special  attention  to  New  York  harbor:  The  Bartholdi  Light; 
the  Brooklyn  IJridge ;  Sandy  Hook ;  the  enormous  marine  movement. 

PUPIL.S'     READINGS: 

Carpenter,    45-75    (tlie    cities),    193-J02    (Kric    Canal    and    Niagara). 
Our  country  east,    174-92    (cities). 
Smith,   25-33,    73-9    (the  cities). 

Tarr  &   McMurry,   Second   Hook,    19-20    (liarbors),   180-95    (cities). 
Mowry,   220-2    (the    Erie   Canal). 

Carroll,   Third    Hook,  4-13    (New   York   City),   23-7    (Niagara). 

King,   Third   Hook,    154-69   (New   York   City),   171-80   (New  York  coniiiiercc),    195-214   (Phil- 
adelphia). 
Egglcston,   46-50    (Erie   Canal). 
Tngcrsoll,    165-8    (ocean   greyhounds). 

King,   l-"iftli    JSook,   61-77    (the  military  school   at   W'est   Point). 

iJixIgc,  11-13  (value  of  harbors),  23-6  (Greater  New  York),  30-2  (centers  of  life).  33-6 
(commercial   centers),    105-8    (lagoons   and   bars),    165-70    (drowneil  valley  harbors). 

TE.ACIIER'S     ADDITION.AL     REFERENCE: 

Tarr  &  McMurry,  New  York  Supplement,  31-46  (New  York  and  vicinity),  54-8  (Hudson 
and   .\Iiihawk  waterway). 

Shaler,   Story  of  our  continent,    107-10    (eastern  rivers  and  harbors). 

Ilcrbertson,  xxvii-xxx  (Greater  New  York),  119-22  (New  York),  122-3  (Philadelphia),  949 
(Mohawk    waterway). 

Rcdway,    .\ew  basis,   83-8,   93-5. 

Pirighain,  Chap.  I  (the  Mohawk  \'alley  and  ICrie  Canal),  25-36,  91-2  (why  New  ^'ork 
is    there),    70-72     (the    coastal    plain),  72-6   (the  harbors). 

Dryer,  95    (firowned   valleys  as  harbors),    227-9    (rising   and   sinking  coasts). 

Rcdway's  Advanced  geography,  34  (density  of  i)opulation),  41-2  (commerce),  42-3  (fea- 
tures  of   large   cities),    57    (distnbiilinn   of  people). 

Tarr  &   McMurry,    Pennsylvania  supplement,  625    (Philadelphia). 

Adams,  17,  18,  19  (coasts  and  harbors),  22-6  (sites  for  cities),  36-8  (coninicrcc  ;ind  popu- 
lation),  157-61    (ports  and  ocean  traffic). 


•Sec  note  on  drills,   p.   50. 


THE    COXTIXEXT    OF     NORTH     AMERICA.  lOI 

Davis,   95-7    (changing  coastlines),    1 13-16   (the  eastern  seaboard),   195-7,  296  (drowned  coast 

harbors). 
Shaler,    Aspects,    7-9    (rising   and   sinking    coasts;     celebrated     instance    of    the    Temple     of 

Jupiter).  w 

Gilbert   &    Brigham,    lo-ii,    63-5,    314-15    (rising   and    sinking),    3o_'-i6    (our   harbors    in    the 

making). 

Written  Work. 

1.  How  did  New  York  come  to  be  the  metropolis? 

2.  Describe  New  York  harbor. 

3.  Compare  the  region  from  Boston  to  Washington  with  other  parts  of 

the  country  as  to  population. 

2.   IVasliiiigton,  on  the  Potomac,  is  tJic  nation's  capital. 

Develop,  briefly,  a  cumulative  idea  beginning  with  a  citv  hall  and  its  pur- 
poses, passing  thence  to  the  notion  of  a  state  capital,  and  finally  to  a  capital 
city  for  the  whole  country — a  place  where  the  President  lives,  where  Congress 
meets,  where  our  national  laws  are  made,  and  where  the  ambassadors  from 
other  countries  are  stationed.  Leave  the  impression  that  Washington  is  our 
most  beautiful  American  city. 

PUPILS'    READINGS: 
Carpenter,    14-15. 
Smith,    11-20. 
Our  country  east,    131-43. 
Tarr  &   McMurry,    Second  Book,    195-6. 
Carroll.  Third  Book,  47-52. 
King,  Third  Book,  215-32. 
Brooks,   whole  book    (profuse   and   highly  descriptive  illustrations). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Herbertson,   123-5. 
Ralph,  337-72. 

Written  Work. 

1.  Write  a  little  description  of  \\'ashington,  telling  where  it  is,  why  it  is 

important,  and  something  of  the  work  done  there. 

2.  Describe  \\'ashington  as  a  city. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,  34,  41-3,   57,  66-72. 

Frye's  Advanced  geography,  92-8. 

Tarr  &  McMurrv,   Second  Book,   180-96. 

Tarr  &   McMurry,  Introductory  geography,   149-58. 


THE    APPALACHIAN    REGION. 

(Read  "  Note  on  Method,"  p.  53.) 

Formal  Geography  of  the  Region. 

Draw  a  blackboard  map  showing  the  Appalachian  highland  and  the  states 
traversed  by  it.  Use  this  in  conjunction  with  the  text-book  map  of  the 
region  and  teach  the  following  locations.*  Teach  also  the  oral  and  written 
spelling : 

*See  note  on  drills,  p.   50. 


102  TEACHERS      HANDBOOK    OF    GEOGRAPHY. 

Appalachian  Highland,  Alleghany  ]\loimtains. 
Susquehanna,  Delaware,  and  Hudson  rivers. 
Pittsburg,  Buffalo,  Rochester,  Scranton,  Niagara  Falls. 

Test. 

The  correct  filling  of  an  outline  map  (see  foot-note,  p.  14). 

Lesson  Units. 

I.  The  Appalachian  highland  is  a  region  of  great  coal  and  iron  mines. 

2.  This    region    yields    a    large    supply    of    petroleum    and    natural    gas. 

3.  Because   of    these    supplies,    together    with    water    power,    a    region    ot 
heavy  manufactures. 

I.   The  Appalacliian  highland  is  a  region  of  great  coal  and  iron  mines. 

While  coal  is  mined  in  many  other  parts  of  the  world,  this  is  character- 
istically, and  not  incidentally,  a  coal-mining  region.  The  subject  should 
therefore  be  studied  at  some  length  under  this  head,  while  elsewhere  its 
mention  may  possibly  be  omitted  altogether,  or  at  least  until  we  come  to 
the  study  of  the  British  Isles,  where  again  it  becomes  of  prime  significance. 
For  the  same  reason  iron  and  steel  are  to  be  studied  somewhat  fully  here 
because  we  want  this  topic  identified,  in  the  pupil's  memory,  especially  with 
this  region.  A  review  of  the  iron  and  steel  topic  will  occur  in  the  study  of 
the  Great  Lake  Region  and  the  British  Lsles.  But  elsewhere  it  will  receive 
only  a  passing  mention. 

PUPILS'    READINGS: 

Carpenter,   211-18    (coal),    218-25    (ii'on:    J'ittsburg). 

Bradish,   96-101    (what  coal   is  made   of),   102-4    (fiist  use  of  coal),   105-9   (opening  a  mine), 

1:0-20    (down   in   the   mine),    121-6    (danger   in   the  mines),    127-30    (the   coal   breaker), 

134-6    (about    iron),    137-43    (iron    ore,  pig  iron,  ore  docks),   144-6   (steel). 
Tarr   &    McMurry,    Second    I5ook,    170-2    (coal),    174-9    (iron   and    steel;    the    manufacturing 

region),  3-5   (the  story  of  coal),  255-6   (coal  of  the  Mississippi  slope). 
Parker,    11-4.1    (coal),    72-99    (iron),    109-  24   (steel). 
Carroll,  Third  Book,  53-9  (iron  and  coal). 
Rochelcavi,    Minerals,    7-44    (coal),    75-112   (iron  and  steel). 
Shalcr,    First   Book   in  geology,   54-5    (the   making  of  coal). 
King,    Fourth   Book,    51-60    (iron   and   steel),  71-86   (coal). 
Chase   &    Clow,    Vol.    I,    5-24    (coal),    67-89,     107-11     (iron    and    steel),     141-57    (bricks    and 

glass). 
Fairbanks,   Stories  of  Mother  Earth,   185-90    (coal,   graiihitc,   diamond).  « 

Andrews,   Stories    Mother   Nature  told,  130-8  (coal). 
Smith,   68-71    (coal). 

Mowry,  44-50  (how  coal  came  into  use). 
Dodge,   49-52    (mining  centers). 

TEACHER'S     ADDITIONAL     REFERENCE: 

.Shalcr,  Story  of  our  continent,  38-45,  209-in  (llu-  fcinnalicm  of  coal),  03-8  (the  Appa- 
lachian Mountain  system),  208,  224  (the  varied  jiroducts  of  mines),  215-19  (the  vari- 
ous  Appalachian   coal-fields),   222-3    (iron  deposits). 

Greene,  Coal  and  the  coal  mines  (a  simple  and  very  readable  story  of  coal,  in  all  the 
phases  of  the  subject). 

Rcdway's  Advanced  geography,   22    (peat  and  coal). 

Tarr  &  McMurry,  Pennsylvania  Supplement,  32-43  (coal  industry  of  Pennsylvania),  43-9 
(iron  and  steel  industry). 

Tarr  &   McMurry,   Ohio   .Supplement,  41-4    (coal   of   Ohio). 

Adams,   116-27    (coal   and  iron). 

Cliishoiiii,    164-74,    389-90    (coal    and    iron    in    general). 

Written  Work. 

1.  Till   how   coal  was   formed. 

2.  Tell  about  the  various  kinds  of  coal. 


THE    CONTINENT    OF    NORTH    AMERICA.  103 

3.  Describe  a   coal  mine. 

4.  Tell  how  iron  is  obtained. 

5.  What  is  the  difference  between  iron  and  steel? 

2.  This  region  yields  a  large  supply  of  petroleum  and  natural  gas. 
In  this  study  note  also  the  by-products  of  petroleum,  and,  in  a  general 
way,  how  they  are  obtained. 

PUPILS'    READINGS: 

Shaler,   First   Book  in  geology,   54-5    (the  source  of  petroleum;. 

Carpenter,  203-10   (oil  and  gas). 

Carroll,   Third   Book,    60-2    (oil). 

Rocheleau,    Minerals,    45-68    (oil),    69-74    (gas). 

King,  Fourth  Book,  61-70   (oil). 

Chase  &   Clow,   Vol.   1,   25-30    (gas),   31-4    (oil). 

Fairbanks,    Stories  of   JVIother    Earth,    6975    (petroleum). 

Our   country  east,    41-5    (gas). 

Clifford,    194-9    (oil). 

Industries  of  to-day,  90-7   (gas). 

Tarr  &  IMcTklurry,   Second  Book,  255    (oil   and  gas  of  the  Ohio  region). 

Dodge,  49-52    (mining  centers). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Shaler,    Story   of   our   continent,    210    (origin    of    oil    and    gas),    219-22     (petroleum    and    its 

by-products). 
Redway's   Advanced   geography,   22    (petroleum  and  gas). 

Tarr    &    McMurry,    Pennsylvania    Supplement,  54-60   (petroleum),   6o-i    (gas). 
Adams,    119-21    (petroleum).  ' 

Chisholm,   174-8    (petroleum  and  its  by-products). 

Written  Work. 

1.  Tell  how  petroleum  is  obtained. 

2.  Tell  how  it  is  marketed. 

3.  Name  some  of  the  by-products  of  petroleum,  and  tell   b.ow  they  are 

obtained. 

4.  Tell  how  natural  gas  is  obtained,  and  mention  some  of  its  uses. 

3.  Because  of  these  supplies^  togetlicr  zvith  zvater  poiver,  a  region  of  heavy 
manufactures. 

Bring  out  the  fact  that  here,  as  in  New  England,  the  falls  in  the  rivers 
were  the  original  factor  in  the  rise  of  the  manufacturing  cities.  Associate 
the  "fall  line"  with  the  head  of  navigation,  in  each  of  the  rivers  of  the 
Atlantic  Slope,  and  note  the  series  of  manufacturing  cities  along  that  line. 

Show  that  the  manufacturing  enterprises  afterward  outgrew  the  capacity 
of  this  water  power  and  came  to  their  greater  development  through  the 
proximity  of  the  great  coal  fields ;  and  later  still  petroleum  and  natural  gas 
were  added  as  sources  of  power.  Finally  water  power  has  come  to  play  a 
new  part  by  its  conversion  into  electric  power,  as  at  Niagara  Falls.  Trolley 
cars  and  many  great  factories  are  now  being  run  in  western  New  York 
by  this  converted  Niagara  power. 

PUPILS'    RE.\DINGS: 

Dodge,   47-9   (manufacturing  centers). 

Our    country    east,    3-8    (harnessing    Niagara). 

Eggleston,  97-101    (a  legend  of  Niagara). 

Tarr  &  Mc^Murry,   Second   Book,    186   (Niagara  power),    158-9    (the   fall   line). 

Carroll,  Third  Book,  27  (Niagara  power). 

Frye's    Advanced    geography,    93-4    (the    fall  line). 

TEACHER'S    ADDITIONAL    REFERENCE: 

Shaler,   Story  of  our  continent,   136-8    (Niagara,     and     waterfalls    generally),    252-3     (manu- 
facturing  advantages   of   the   Appalachian  district). 


104  TEACHERS      HAXDBOOK    OF    GEOGRAPHY. 

Herbertson,  xxix-xxx  (tlie  great  manufacturing  cities),  1:3  (the  fall  line).  125-6  (Pitts- 
burg),   85-8    (resources    of    the    Appalachians). 

Tarr  &  McMurry,  Xew  York  Supplement,  47-53  (Buffalo  and  Niagara),  58-98  (various 
industries). 

Redway,    Xew   Basis,    109. 

Brigham.  50-3,  72  (the  fall  line).  90,  96  (why  Pittsburg  is  there),  76-104  (an  intimate 
study  of  the  Appalachian  plateau). 

Tarr  &  ^IcMurry.  Pennsylvania  Supplement,  43-54,  61  (varied  industries  of  Pennsylvania), 
65-72    ( I'ittsburg    and    other    industrial    cities). 

Tarr   &   McMurry,   Ohio   Supplement,  45-59    (varied  industries  of  Ohio). 

Adams,   125-6  (steel  making),  139-46,  165  (our  enormous  manufacturing). 

Chisholm,   390-1    (steel -making). 

Davis,  127-9  (the  fall  line),  146-50  (the  Appalachian  plateau),  188-95  (the  making  of  the 
Appalachians). 

Gilbert  &  Brigham,  42,   65   (the  fall  line),   179-85   (the  making  of  the  Appalachians). 

Written  Work.  t 

1.  Describe  the  various  sources  of  power  in  the  Appalachian  region. 

2.  Show  the  difference  between  the  old-style  water  power  and   Xiagara 

power. 

3.  Tell  why  Pittsburg  has  become  a  great  manufacturing  city. 

Text-book  Review. 

The  pertaining  material  m  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's    Advanced    geography,    40-41,    68-71. 
Frye's  Advanced  geography,   92-4,   96-9,    83-4. 
Tarr   &    McMurry,    Second    Book,    157-60,   169-80. 
Tarr   &    McMurry,    Introductory   geography,   152-7. 


THE   COTTON    BELT. 

(Read  "  Note  on  ]^Iethod,"  p.  53.) 
Formal  Geography  of  the  Region. 

Use  a  blackboard  map  of  the  Southern  States  in  conjunction  with  the 
text-book  map  and  teach  the  following  locations,  together  with  the  oral  and 
written  spelling  :* 

North  Carolina,  South  Carolina,  Georgia.  Florida,  Alabama,  Mississippi, 
Tennessee,  Arkansas,  Louisiana,  Oklahoma,  Indian  Territory,  Texas. 

Appalachian,  Ozark  mountains ;  Mississippi  \'alley,  Atlantic  Plain. 

Mississippi,  Rio  Grande  rivers ;  Gulf  of  Mexico. 

Charleston.  Savannah.  Mobile.  New  Orleans,  Galveston,  Memphis.  Chat- 
tanooga. 

Test. 

The  correct  filling  of  an  outline  maj)   (see  foot-note,  p.   14). 

Lesson  Units. 

I.  Here  is  the  "  Sunny  South,"  with  l)almy  climate  and  a  hospitable  people. 
2.  This  is  the  land  of  cotton,  and  has  a  large  negro  population.  3.  The 
coasts  arc  Hat  and  sandy  ;  hut  by  the  improvement  of  rivers  and  harbors 
several  large  seaports  have  been  built  u]).  4.  ( )ut  of  the  old.  war-stricken 
South  a  New  South  is  rising. 

*.Scc    nijtr    nil    drills,    |>      ;i) 


THE    COXTIXEXT    OF     NORTH     AMERICA.  105 

1.  Here  is  the  "  Sniiiiy  Soiifli."  with  a  balmy  eliiiiaie  and  a  hospitable 
people. 

The  particular  point  to  bring  out  here  is  the  local  color — the  picturesque 
and  semi-poetic  feeling  we  have  for  the  traditional  South,  which  sets  it  in 
a  pleasing  relief  against  the  workaday,  commercial  atmosphere  of  other 
sections  of  the  country.  The  pupil  should  here  glimpse  a  life  less  strenuous 
and  more  contemplative  and  dreamy  than  that  surrounding  him  at  home  ;  a 
life  lived  consistently  in  a  balmy  air,  amid  a  luxuriance  of  verdure  and 
fiow^ers  that  carries  suggestions  of  the  sub-tropical. 

PUPILS'    READINGS: 

Johonnot,    Glimpses,    244-7    (flamingoes   in    Florida). 

Carroll,   Third   Book,    159-65    (negroes  and  the  good  old  times). 

Our  country  east,  67-7J  (the  picturesque  side  of  New  Orleans),  73-7  (of  Galveston),  77-83 
(a  Southern  farm),  83-6  (a  home  on  the  gulf),  86-90  (the  Florida  reefs),  91-5 
(Florida  wreckers),  96-100  (the  Everglades).  100-5  (mangrove  trees),  106-10  (pine- 
apples), 117-20  (a  Southern  "husking  bee"),  121-2  (a  Southern  village),  123-30  (St. 
Augustine). 

Carpenter,  119-23  (the  rice  fields),  125-30  (a  turpentine  farm),  130-5  (Florida  oranges 
and   pineapples),    143-50    (a  sugar  plantation),    138-43    (New  Orleans). 

King,  Fourth  Book,  1-29  (a  journey  through  the  South),  17-29  (New  Orleans),  31-42  (the 
lower    Mississippi). 

Tarr  &  McMurry,  Second  Book,  204-5  (the  pleasant  climate),  205-8  (the  Southern  for- 
ests),  212-17    (rice,  sugar,   oranges). 

Smith,  128-30  (rice),  121-30  (\"irginia  and  the  Carolinas),  130-7  (Georgia  and  Florida), 
135-9  (the  gulf  coast),  139-40  (vastness  of  Texas),  145-50  (New  Orleans),  150-6 
(the   lower   Mississippi). 

Johonnot,    Reader,    23-7    (the   Dismal    Swamp),    122-5    (the   Natural   Bridge). 

"Rupert,    13-20    (climate   of   Florida), '  20-2    (Florida  oranges),  22-5    (St.   Augustine). 

Eggleston,'  101-4  (among  the  alligators),  104-8  (Sergeant  Jasper),  147-52  (an  adventure 
at  the  Natural  Bridge). 

Carroll,    Third    Book,    153-9    (North    Carolina  mountains),   167-9   ('"  Florida). 

Miln,   i-ii    (the  sunny  South). 

Kirby,    Fireside.    80-4    (cotton-fields    and  darkies).    70-3    (Southern   swamps),  93-102    (rice). 

Industries   of   today,    18-26    (N'irginia   peanuts). 

Chamberlain,    70-6    (rice-fields). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Tarr  &  McIMurry,  Texas  Supplement,  20-4  (climate  of  Texas),  2  (vastness  of  Texas),  5-20 
(surface   and    rivers),    26-9    (Texas    forests),  91-3    (the  story  of  Texas). 

Shaler,  Story  of  our  continent.  124-5,  129  (effect  of  gulf  on  climate),  150-2  (coral 
origin  of  southern  Florida),  179  (climate  of  Florida),  180-81  (generous  rainfall  of 
the  South),  117-21  (cabbage  palms,  live  oaks,  cypresses),  201  (alligators  and  croco- 
diles). 

Brigham,  173-6  (the  Carolinas).  176-80  (Florida),  182-3  (Louisiana),  186-7  (Texas),  187- 
92    (the  old   South),  200-27    (the  rivers  of  the  South,  in  the  Civil  War). 

Herbertson,  100-3  (mountains  of  the  South),  107-9  (North  Carolina),  110-15  (South  Caro- 
lina), 115-17  (Everglades  of  Florida),  127  (Savannah),  147-9  (Texas),  139-40  (lower 
Mississippi),  140-3   (New  Orleans). 

Ralph,  1-43  (down  the  Mississippi  by  boat),  44-78  (the  picturesque  in  New  Orleans),  91- 
121  (along  the  Bayou  Teche;  typical  life  in  the  Sunny  South),  i2-!-5g  (in  Sunny 
Mississippi),  160-205  (the  pleasures  of  Florida),  248-98  (Charleston  and  the  Caro- 
linas in  their  picturesque  side),  299-366  (the  southern  mountaineers),  373-87  (the  plan- 
tation negro). 

Written  Work. 

Write  a  little  sketch  of  the  Sunny  South  and  its  people,  and  compare  the 
life  there  with  that  which  is  lived  in  your  own  part  of  the  country. 

2.  This  is  the  land  of  eottoii  and  has  a  large  negro  population. 

Cotton  being  far  and  away  the  leading  product. of  the  South,  it  is  given 
a  unit  to  itself,  together  with  the  aspect  of  negro  labor  which  goes  with  it. 

PUPILS'    READINGS: 

Chamberlain.    Clothed,    39-56    (the   cotton-plantations). 

Tarr  &   McMurry,   Second   Book,   209-12    (cotton   and  negroes). 

Carroll,    Third    Book,     159-66     (cotton    and   negroes). 

Clifford,   35-9    (cotton). 

King,    Fourth    Book,    17-20,    33-5    (cotton-fields).        . 

Carpenter,   109-18    (the  land   of  cotton). 

Smith,   131-3   (cotton). 

Carver  &   Pratt,    112-16    (cotton). 


io6  teachers'   handbook   of   geography. 

Rocheleau,  Soil,  89-94   (cotton). 

Herbertson,    127    (cotton). 

Kirby.    Fireside,   80-4    (the   cotton-fields), 

McMaster,   174-7    (beginnings  of  the  trouble   about   slavery). 

TEACHER'S     ADDITIONAL     KEEEKEXCE: 

Shaler,    Story   of   our   continent,   276-7    (origin  of  the  slave  trade). 

Tarr  &  McMurry,  Texas  Supplement,  31     (Texas    ranks    first    as   a    cotton    producer),    43-5 

(cotton-seed   oil). 
Brigham,    70-2,    173-82    (the   coastal  plain   in  the  cotton   region),    173-6    (the  Carolinas),    187- 

90   (the  slave  times),    193-6   (the  cotton  industry). 
Adams,    93-7    (cotton    industry). 
Chisholm,    103-10    (cotton   culture). 
Ralph,  373-87  (the  plantation  negro). 

\\'ritten  Work. 

1.  ^^'rite  a  description  of  raw  cotton — how  it  grows  and  how  it  is  picked 

and  prepared  for  shipping- 

2.  Tell  about  a  cotton  plantation,  and  the  life  of  the  negroes. 

3.  Tell  the  story  of  Eli  Whitney. 

3.  The  coasts  arc  flat  and  sandy,  but  by  the  iiuprovcnicnt  of  rivers  and 
harbors  several  large  seaports  have  been  built  up. 

This  is  a  physiographic  study  corresponding  to  similar  ones  already  given 
under  New  England  States  and  Middle  Atlantic  seaboard.  Show  the  marked 
difference  in  the  character  of  the  coast  here  in  the  South,  and  bring  out 
the  relation  of  the  coasts  to  commerce.  Note  the  titanic  efforts  which  have 
converted  the  shallow  lagoon  at  Galveston  into  an  adequate  harbor  with  an 
enormous  export. 

PUPILS'    READINGS: 

Carpenter,  99-101  (Norfolk),  123-4  (Charleston),  125  (Savannah),  138-43  (New  Orleans), 
135-8    (the   Mississippi  jetties),   150-8   (the  lower  Mississippi). 

King,    Fourth    Book,    17-29    (New   (Orleans),   31-42    (the  lower   Mississippi). 

Tarr  &  McMurry.  Second  Book,  203-4  (coasts  of  the  South),  200-4  (the  South,  physical- 
ly), 223-7   (New  Orleans). 

Tarr    &    McMurry,    Texas    Supplement,    3-5   (the  harbor  at  Galveston),  62-4  (Galveston). 

Smith,    130-1     (Savannah),    139    (Galveston),   145-50    (New  Orleans). 

Dodge,  76-80  (dunes  of  the  coastal  plain),  89-92  (flood  plain  of  the  lower  Mississippi), 
94-6   (the  Mississippi  delta),   105-8  (lagoons  and  bars). 

Our  country  east,    73-7    (Galveston),   67-72   (New  Orleans). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Shaler,   First   Book  in  geology,   18-19    (oxbows  of  the  Mississippi). 

Shaler,  Story  of  our  continent,  150-2  (coral  origin  of  Southern  Florida),  84-7  (the 
coasts  of  the  Southern  States). 

Brigham,  70-2,  173-82  (the  coastal  plain),  200-27  (rivers  of  the  south),  184-6  (jetties  of 
the   Mississippi). 

Jlerbcrtson,  127  (.Savannah),  139-40  (the  lower  Mississippi),  140-3  (New  Orleans),  xxxi 
(the    Southern    cities   summarized). 

Dryer,  74-9  (the  lower  Mississippi,  oxbows,  delta,  levees,  etc.),  229-38  (the  making  of 
beaches  and  bars,  the  coastal  plain). 

Davis,  129-32  (the  shallow  harbors  explained),  117-26,  132-6  (coastal  plains),  292-5 
(the    ^IlSsissippi    delta),    350-4    fthe   making  of   sandbars   and   inlets). 

Sh.ilcr.    Aspects,    150-6    (flood-plain    and    oxbows   of  the   Mississippi). 

Gill)crt  &•  Brigham,  45-56  (flood-plain,  delta,  oxbows,  floods),  lo-ii,  63-5  (rising  and  sink- 
ing coasts),  66-0  (the  Mississippi  system),  10917  (the  movements  of  sand;  sand- 
dunes),    151-4    (the   coastal  plain),   306-15    (forms  of   the   .Soiitlicrn   coastline). 

Adams,   160   (New  Orleans  as  a  port). 

Ralph,   79-89   (New  Orleans  as  a  port). 

Written  Work. 

1.  Compare  the  coasts  ol  the  South  with  those  of  the  northern  seaboard. 

2.  E-xplain  how  poor  harbors  have  been  improved  in  the  South. 

3.  Name  the  important  .southern  ports.     Give  a  description  of  one  of  them 

as  to  its  commerce. 
.;.  Tell  about  the  lower  Mississippi;  what  obstacles  docs  it  offer  to  com- 
merce and  a  settlement  of  the  vicinity,  and  how  have  these  been 
overcome? 


THE    CONTINENT    OF    NORTH    AMERICA.  1 07 

4.  Out  of  the  old,  war-stricken  South  a  Nezv  South  is  rising. 

In  the  old  days  the  South  sent  all  of  her  cotton  north,  either  to  England 
or  New  England,  where  the  mills  converted  it  into  cloth.  Thus  the  major 
part  of  the  profits  of  the  cotton  industry  were  lost  to  her.  More  recently, 
however,  mills  have  been  rapidly  multiplying  in  the  South,  so  that  she  is  in 
a  fair  way  of  working  up  her  raw  cotton  into  the  finished  product,  in  this 
way  taking  her  place  in  the  world's  markets  as  a  self-dependent  and  self- 
sustaining  commonwealth.  Also  the  iron  and  coal  deposits  of  the  southern 
Appalachians  are  now  being  rapidl}-  developed,  accelerating  the  growth  of 
such  cities  as  Roanoke,  Birmingham,  and  Chattanooga.  This  robust  spirit 
of  industrial  and  commercial  activity  is  gradually  displacing  the  dreamy 
traditions  dealt  with  in  our  first  unit. 

PUPILS'    READINGS: 

Tarr  &  McMurry,   Second  Book,   218-19    (resources    of_  the    South),     ^ip-ij     (the    growing 

South),    158-9    (the    fall    line),    227-30    (inland  cities). 
Frye's  Advanced   geography,   93-4    ithC   I'all  line). 
Rupert,    9-13    (Chattanooga    and    Birmingham). 
King,  Fourth  Book,  47-9    (busy  places  in  the   South). 

TEACHER'S     AD^TTt^   ,aL     REFERENCE: 

Herbertson,    >      -xxxi    (the    region    summarized),    103-4    (Chattanooga),    113    (the   fall   line), 

1 14-15  <the  New  South). 
Redway,   IS^ew  basis,    111-13. 
Brigham,    64    (southern    resources),    50-3,   72    (the  fall  line),   103-4   (conditions  for  the  New 

South),   192-9    (the  New  South). 
Adams,    54    (the    fall    line),   97    (growing  South). 

Ralph,    79-89    (the   business  aspect  of  New  Orleans).  206-47  <^the  industrial   South). 
Davis,    127-9    (the   fall    line),    Gilbert   &   Brigham,  42,  65    (the  fall  line). 

Written  Work. 

1.  Tell  of  the  old  conditions  in  the  South,  before  her  era  of  progress  began. 

2.  Show  how  these  conditions  have  changed. 

3.  Sum  up  the  resources  of  the  South. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,  78-83,  58. 

Frye's   Advanced    geography,    76,    83,    98-106. 

Tarr  &  McMurry,   Second  Book,  200-231. 

Tarr   &   McMurry,    Introductory   geography,   159-66. 

THE    PRAIRIE    REGION. 

(Read  "  Note  on  Method,"  p.  53.) 
Formal  Geography  of  the  Region. 

Use  a  blackboard  map  of  the  states  named  below,  together  with  the  text- 
book map  of  the  region,  and  teach  the  following  locations.*  Teach  also  the 
oral  and  written  spelling : 

Ohio,  Indiana,  Kentucky,  Illinois,  \\'isconsin ;  ^Missouri,  Iowa,  Minnesota; 
Kansas,  Nebraska,  North  and  South  Dakota. 

Mississippi,  Ohio,  Missouri  Rivers ;  Mammoth  Cave. 

Cincinnati,  St.  Louis,  Kansas  City;  Minneapolis,  St.  Paul,  Omaha. 

*See  note  on  drills,  p.   50. 


io8  teachers'    handbook   of   geography. 

Test. 

The  correct  filling-  of  an  outline  map  (see  foot-note.  p.  14). 

Lesson  Units. 

I.  Here  is  a  vast  lowland,  chiefly  prairies,  devoted  to  agriculture;  the 
great  products  are  wheat  and  corn.  2.  ]\Iost  of  the  people  live  on  farms, 
or  in  towns ;  but  several  great  cities  have  grown  up  along  the  rivers.  3.  The 
Mammoth  Cave  is  a  famous  feature  of  Kentucky. 

''■^rc  is  a   i-ast  loz^'land,  chiefly  prairies,   devoted   to   agriculture;   the 
■'■'  leJieat  and  corn. 

•ween  this  region,  where  the  great  business  is 

^>;(^   dense   populations   are   concerned 

■"'iries  are  the  granary,  not 

'"■^  world.     We  are 

one  01  li..  ^f^nch  of 

the  bread  eaten  ui  _ 

in  our  Mississippi  Valley. 

Contrast  these  vast,  flat  farms,  wuu  .. 
with  the  small  truck  farms  of  the  eastern  seauo.. 
an  old-fashioned  plow  constitute  a  farm. 

Keep  to  the  front,  in  this  unit,  that  here  is  the  greatest  Vvheai  c. 
area  in  the  world,  although  other  products  should  be  noted. 

PUPIL.S'     RK.VDINGS: 

Chamberlain,  l-ed,  7-17  (the  story  of  wheat),  18-31  (the  story  of  meat),  32-43  (story  of 
the   markets),   44-53    (butter   and   cheese). 

Fairbanks,    Home  geography,    189-93    (farming),    194-8    (stock-raising). 

Johonnot,    Reader,    71-4    (tornado    in    Ohio). 

Talks    about    animals,    177-85    (prairie    dogs  and  gophers). 

Beal,  11-30  (about  farming),  30-6  (flour-milling),  36-9  (corn,  maize),  39-53  (bread,  crack- 
ers, cakes),  56-8  (peas  and  beans),  59-66  (garden  truck),  66-87  (the  dairy:  milk, 
butter,    cheese),    91-113    (mutton,    pork,  beef),    114-19   (poultry). 

Rocheleau,    124-49    (Indian   corn),    150-78   (wheat  and  flour). 

Bradish,    72-7    (haying),    82-8    (harvesting),  26-7,  89-95   (corn),   147-70  (wheat  and  flour). 

Carver  &    Pratt,    104-8   (corn),    108-12    (wheat). 

Carroll,    Third    Book,    76-9    (wheat),    81-5    (the  meat  trade). 

Smith,  115-17  (the  blue-grass  country),  159-70  (the  upper  valley),  128-9  (Minnesota), 
170-8     (the     western     prairies),     109-14    (the    eastern    prairies). 

Ruper.t,  26-9  (vastncss  of  the  Mississippi  Valley),  45  (the  blue-grass  country),  45-52  (the 
rolling    prairie),    39-45    (the    great    flour-mills),  59-69   (opening  (Oklahoma). 

Tarr  &  Mc.Nlurry,  Second  Book,  234-6  (prairies),  238-42  (a  prairie  farm),  242  (bliie-grass 
Kentucky),  243-5  (corn),  245-7  ('^e  great  wheat-farms),  265  (wheat-elevators),  271-3 
(great  flour-mills). 

Carpenter,    159-64    (corn),    164-71     (wheat),    168-71    (grain-elevators  and    flour-mills). 

Uoage,  36-40    (agricultural   centers),    137-41    (plains),   201-5   (kinds  of  soil). 

Ti:.\Cni:R'S     .\DD1TI0.\AL     REFliRliN'CE: 

Shalcr,    Story    of    our    Continent,     121-3,     189-90     (the    prairies),     131-2     (tornadoes),    201-2 

(the   former   buffalo). 
Herbertson,    xxxii    (the    region    summarized),     xxxiii     (its     products),     128-9     (Minnesota), 

129-32    (Mississippi   N'alley),    134-0   (Missouri). 
Red  way,    .New   basis,    11  3- 16. 

Brighatn,  100-2  (blue-grass  Kentucky),  142  (extent  of  the  i)rairies).  1436,  15562  (his- 
torical sketch  fif  the  prairie  region),   14851    (the  prairies  described),   151-4   (the  prairies 

in    their    making),    154    (prairie   climate),    155    (prairie  coal). 
Rcdway's   .Advanced  geography,   37-8    (agriculture    and    the    cereals),    58     (wheat    and    corn 

notes). 
Fryc's     ,\ilvanced     gcogr-iphy.     77-8      (wheat  and  corn  notes). 
Tarr  &   .Mc.Murry,   Ohio   Supplement,   37-41    (agriculture   in  Ohio). 
Adams,    17-18    (the    prairies   as    liomes    for    men),    57-73,    79-82    (cereals    and    other    farm 

products). 
Chisholm,    57-66    (wheat),    67-9    (corn),    70-5   (varied  products). 
Shairr,    Asiiccts,    300-39    (origin    and    nature-  of  soils). 
Gillicrl    &    Brigliani,    94-6    (origin    and    nature    of    soils),    160-7,    3-.3'4     "''c    making    of    the 

prairies),  346-50  (foods). 


THE    COXTIXEXT    OF    NORTH     AMERICA.  1 09 

Written  Work. 

1.  Locate  the  prairie  region  and  describe  the  prairies. 

2.  Xame  the  chief  products,  and  describe  one  of  the  great  farms. 

3.  Compare  the  prairie  farms  with  a  typical  eastern  farm,   say  in   X'ew 

England. 

2.  Most  of  the  people  live  on  farms  or  in  toicns;  but  several  great  cities 
have  grozcn  up  along  the  rivers. 

Contrast  this  western  community,  scattered  in  single  farms  and  small 
towns  over  vast,  flat  expanses,  with  that  of  the  eastern  seaboard,  where 
an  enormous  population  is  closely  huddled  in  great  cities,  piled  vertically, 
sometimes  for  twenty  stories,  and  where  a  wild-flower  is  a  curiosity.  Note, 
however,  the  several  large  cities  which  have  grown  up  on  lake  or  river, 
as  the  centers  of  commerce  and  transportation  for  this  region.  Consider 
the  riyer  cities  more  particularly  here,  as  the  lake  cities  are  dealt  with  in  the 
next  region  studied.  Let  the  fact  remain  that  the  typical  life  of  the  region 
is  agricultural. 

PUPILS'    READIN'GS: 

Carpenter,    156-8    (Mississippi   as   a   waterway). 

Smith,  96-101  (the  Ohio  River  and  its  cities),  155-63  (cities  and  people  along  the  upper 
Mississippi   and   Missouri),    157-8    (St.    Louis),    164-70    (Minnesota  and   Dakota). 

King,   Fourth   Book,  43-7   (St.   Louis). 

Tarr  &  McMurry,  Second  Book,  269-76  (the  cities  along  the  great  rivers),  238-41  (people 
of    the    farms),    236-8    (Mississippi    as  a  waterway). 

Our  country  west,  195-6  (prairie  schooners),  197-202  (prairie  signs),  203-7  (life  in  Da- 
kota),   209-11    (the   coyote),    212-16    (boy  life  on  the  prairie). 

Rocheleau,   154-8    (life  on  the  great  farms). 

Rupert,  49-52  (life  in  Iowa),  59-69  (the  opening  of  Oklahoma),  39-45  (Minneapolis  and 
her   flour-mills). 

Our  country  east,   28-30   (winter  sport  in   Minnesota). 

McMaster,    169-70    (the  rivers   as   old-time   waterways). 

Dodge,  30-2   (centers  of  life). 

TE.\CHER'S     ADDinOXAL     REFEREXCE: 

Shaler,    Story  of  our  continent,    111-12    (Mississippi  as  a  waterway). 

Herbertson,    136-9    (Louisville),     134-6    (Missouri    towns    and    farms),    129-32     (Mississippi 

as  a  waterway). 
Brigham,    165-72    (the   people   and   cities   of  the  prairies). 
Tarr  &   McMurry,    Ohio   Supplement,    73-85    (cities  of  Ohio). 
Adams,    22-6    (the   sites   of    cities),    151-2    (river   cities). 
Chisholm,    382-3    ("the   Mississippi   as   a   waterway),   395-6    (the   cities). 
Ralph,   388-412    (St.   Louis  intimately  described). 
Dryer,    68-74    (the    Mississippi   and   its  branches). 
Shaler,    .\spects,    186-8    (floods    of   the    Mississippi). 
Gilbert   &   Brigham,  66-9    (the   Mississippi  system). 

Written  \\'ork. 

1.  Compare  life  on  the  prairies  with  life  along  the  Atlantic  seaboard. 

2.  What  part  do  the  rivers  play  in  the  commerce  and  industry  of  the 

prairie  region  ? 

3.  Xame  the  important  cities  of  this  region  and  give  a  little  description 

of  one  of  them. 

3.   TJie  Mammoth  Cave  is  a  famous  feature  of  Kentucky. 

This  great  cave  is  only  a  larger  example  of  the  caverns  occurring  in  all 
limestone  regions.  It  is  worth  while,  therefore,  besides  exhibiting  its  pic- 
turesque aspect,  to  show  its  relationship  to  caverns  and  natural  bridges 
generally.  Readings  have  therefore  been  cited  on  the  Xatural  Bridge  of 
\'irginia,  although  it  lies  in  another  region. 


no  TEACHERS'     HANDBOOK    OF    GEOGRAPHY. 

PUPILS'    READINGS: 

Our  country  east,   57-64   (the   Mammoth    Cave). 

Tohonnot,     Reader,     1J2-5     (Natural    Bridge),    125-36    (Mammoth    Cave). 

Tarr   &   ^[cMurry,   Second   Book,  242-3    (Alammoth  Cave). 

Smith,    118-20    (Mammotli   Cave). 

Eggleston,    147-52    (an    adventure    at   the  Natural   Bridge). 

Shaler,  First  Book  in  geology,  74-87   (the  Mammoth  Cave  explained). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Shaler,   Story  of  our  continent,   140-5   (Mammoth  Cave,  and  caverns  generally). 
Shaier,    Aspects,    98-123    (the    making   of  caverns). 
Gilbert   &   Brigham,    98-100    (caverns   and  cavern  life). 
Dryer,   102-5   (how  caverns  are  formed). 

Redway's   Advanced  geography,    14-15    (caverns  explained). 
Herbertson,  104-7  (Mammoth  (Tave). 

Written  Work. 

1.  Describe  the  natural  process  by  which  most  caves  are  formed. 

2.  Tell  how  natural  bridges  are  formed. 

3.  Describe  the  INIammoth  Cave. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,   14,  37-8,  66-8,  72-7. 
Frye's   Advanced   geography,    106-14,    8.    77-8i. 
Tarr  &  McMurry,  Second  Book,  234-80. 
Tarr  &  McMurry,   Introductory  geography,   167-75. 

THE    GREAT   LAKE    REGION. 
(Read  "  Note  on  Method,""  p.  53.) 
Formal  Geograph}-  of  the  Region. 

Draw  a  blackboard  map  of  the  Great  Lakes  and  the  country  immediately 
tributary.  Use  this  in  conjunction  with  the  text-book  map  of  this  region  and 
teach  the  following  locations,  together  with  the  oral  and  written  spelling :  * 

Minnesota,  Wisconsin,  Michigan,  Indiana,  Ohio,  Pennsylvania,  New  York, 
Province  of  Ontario. 

Chicago^  Cleveland.   Buffalo;   Duluth,   ^lilwaukec,   Detroi'i. 

Lakes  Superior,  ^Michigan,  Huron,  Erie,  Ontario;  St.  La\\reiice  River; 
"Soo"  Canal,  Erie  Canal.  Wclland  Canal;  Niagara  Falls. 

Test. 

The  correct  filling  of  an  outline  map  (see  foot-note,  p.  14). 
Lesson  Units. 

I.  The  Lakes  are  inland  seas  of  fresh  water,  with  great  commercial  ports; 
ami  their  waters  make  Niagara  Falls.  2.  The  Lake  Superior  region  has  our 
main  supply  of  white  pine ;  here,  too,  are  the  greatest  known  deposits  of  iron 
anrj  copper;  and  westward  of  the  Lakes  lies  the  great  wheat  region. 

I.  The  Lakes  are  inland  seas  of  fresh  water,  wit  It  :^reat  eaiiniiereial  ports; 
and  their  waters  make  Niagara  Palls. 

P.ring  out  the  vastness  of  the  (Ircat  Lakes.  Steamers  tra\el  tlieir  length. 
with  no  land  in  sight  fr'r  man\-  hours  at  a  time.     .Xnte  the  eiinrmous  traffic 

'See  note  on  drills,  p.   jo. 


THE    CONTIXEXT    OF    NORTH     AMERICA.  I  I  I 

on  these  lakes.  The  "Soo"  Canal  and  the  Detroit  River  each  pass  about 
three  times  as  much  freight  as  is  sent  through  the  Suez  Canal.  More  tons  of 
freight  pass  the  "  Soo  "'  than  New  York  harbor  receives  from  its  combined 
ocean  traffic.  Note,  however,  that  this  freight  of  the  Lakes  is  limited  to  a 
few  varieties  of  heavy  raw  products.  The  eastward  bound  boats  carry  wheat 
(or  flour),  white  pine  lumber,  iron,  and  copper.  The  cargoes  traveling  the 
other  way  are  of  somewhat  greater  variety,  but  their  chief  bulk  is  coal. 

rUPILS'     READINGS: 

Carpenter,    172-9,   190-5    (the  Great  Lakes    as   a   waterway),    172    (Duluth),    172    (whaleback 

steamers),    172-4    (the    enormous   traffic),    176-9    (ihe    "Soo"),    190-5    (the    lake   cities), 

195-202    (Niagara),    193-4    (Erie    Canal). 
Tarr   &    McMurry,    Second    Book,   267-8    (Chicago  Drainage  Canal),   261-9    (the  lake  ports). 
Our    country    east,    16-19    (winter    fishing    on    Lake    Huron),    9-15    (St.    Clair    Tunnel),    3-8 

harnessing    Niagara),    31-4    (Lake    Superior). 
Smith,    80-96    (a    cruise    from    port    to    port    on    the    Great    Lakes),    102-9    (Chicago),    83-7 

(Niagara). 
Eggleston.  97-101    (a  legend  of  Niagara). 

Rupert,    29-36    (Lake    Superior   and   its   ports),   36-9   (Chicago). 
Carroll,  Third  Book,   63-74   (the  Great  Lakes    as    a    waterway),    66-72    (the    "Soo"    Canal), 

23-7    (Niagara). 
Chamberlain,    Fed,    24-31    (the   Chicago   stock  yards). 
Shaler,  First  Book  in  geology,   117-18   (Niagara    in    its   making),    125-9    (the    making    of   the 

lakes). 
Dodge,    30-2    (centers    of    life),    33-6    (commercial  centers),   113-16   (the  character  of  lakes), 

127-32    (how   moraines  are  made),   132-6   (work  ot  the  great  ice-sheet). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Shaler,    Story    of   our   continent,    105-7    (oddities  of  the  St.   Lawrence  basin). 

Tarr  &  McMurry,  New  York  Supplement,  47-53   (Buffalo  and  Niagara). 

Herbertson,    65-8    (Niagara    Falls),    65    (the    "Soo"    Canal),    95-9     (the    Mohawk    waterway 

to    New    York),    118    (^iIhvaukee),    130-1    (the  Great  Lakes  as  a  waterway),  117,   132-4 

(Chicago),   xxxi    (the   lake  ports). 
Brigham,   105-8    (the  Great  Lakes,  historically),   108-11    (economic  effect  of  Niagara),    111-26 

(the     lakes     in     their     making),     27-41      (the     Great     Lakes     as     a     waterway),     140-1 

(the   Chicago  Drainage  Canal). 
Redway's   Advanced    geography,    42-3    (great   cities). 

Tarr   &   McMurry.    Ohio   Supplement,   12-14   (Lake  Erie),  75-80   (Cleveland). 
Adams,    38-45    (water   transportation),    152-4   (the  lakes  as  a  waterway). 
Chisholm,  372-3    (the  Great  Lakes  and  their   canals). 

Dryer,  92-5    (the  making  of  the  lakes),    95-101    (Niagara   River  and  falls). 
Davis,   339-44   (the  making  of  the  lakes). 
Shaler,  .Aspects,    161-3    (the  making  of  Niagara). 
Gilbert    &    Brigham,    36    (the    low    divides    of    the    St.    Lawrence    basin),    38-42     (Niagara 

Falls),    60-2    (lakes),    69-70    (the    Great     Lakes    as    a    waterway),     132-50     (the    glacial 

period,  and  the  lakes),   155-8    (the  Great    Lakes   basin). 

Note  that  the  various  canals  were  made  necessary  by  rapids  or  falls ; 
devote  a  passing  study  to  the  working  of  locks. 

\\'ritten  Work. 

1.  Give  some  facts  that  show  the  size  of  the  Great  Lakes. 

2.  Make  some  comparisons  to  show  the  enormous  amount  of  the  freight 

traffic. 

3.  Name  the  chief  articles  of  freight  carried  east,  and  one  that  is  carried 

west. 

4.  \\'hy  are  the  canals  necessary? 

5.  Why  are  locks  necessary? 

6.  Tell  how  a  vessel  goes  through  the  locks. 

7.  Locate  and  describe  Niagara  Falls. 

8.  Name  the  principal  lake  ports  and  describe  one  of  them. 

2.  The  Lake  Superior  region  has  our  main  supply  of  zchite  pine;  here,  too, 
are  the  greatest  knozvii  deposits  of  iron  and  copper;  and  z^'estzixird  of  the 
Lakes  lies  the  ^reat  zcJieat  resiio}i. 


112  TEACHERS      HANDBOOK    OF    GEOGRAPHY. 

The  wheat  region  has  already  been  studied,  and  needs  now  to  be  merely 
included  as  one  of  the  contributory  regions  to  the  lake  commerce.  Localize 
the  four  great  product  areas  in  your  blackboard  sketch.  (See  maps  in 
Adams"  Com.  Geog.j  Associate  Lake  Superior,  particularly,  with  the 
country's  supply  of  iron  and  steel.  Show  that  the  ^Michigan-Superior  country 
has  superseded  ^klaine  and  other  regions  as  a  source  of  white  pine.  Discuss 
the  possibility  of  exhausting  our  lumber  supply. 

PUPILS'     READINGS: 

Chase  &  Clow,  Vol.   I,   48-52    (copper,   in   general),   67-90    (iron   and  steel),    121-5    (lumber). 
Parker,   253-63    (about   copper). 
Rupert,    30-31    (the   iron   country). 

Carroll,   Third   Book.    75    (copper  mines),   79-81    (lumber). 

Tarr   &    McMurry,    Second    Book,^  254-5    (building    stone),    256-8     (greatest    iron    region    in 
the    world),    258-60    (Lake    Superior  copper),  260-1    (other  minerals  of  the  lake  region), 
127-32    (lumber),  252-4    (Great  Lake  lumber  region). 
Carpenter,    179-82    (Lake    Superior   iron),    182-4   (copper),   184-9    (lumber). 
Bradish,   39-49    (a  logging-camp). 
Industries    of    today,    59-07    (lumbering). 
Dodge,    43-6    (lumbering   centers). 

Our   country  east,   20-7    (dog  sledging  in  the  pineries),  233-7    (lumber). 
Rocheleau,   Products,   9-36,   46-50   (lumbering). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Plerbertson,    50-55    (a   typical   lumber-camp),   59-62   (a  forest  fire). 

Tarr   &   McMurry,    New   England   Supplement,   38-42   (lumber  and  pulp). 

Redway,  New  basis,   109-10. 

Adams,   107-12    (lumber  trade  of  the  United  States). 

Chisholm,    389-90    (Lake    Superior   iron). 

Gilbert  &   Brigham,   319-23    (forests  of  North  America). 

Oxley,    197-219   (from  forest  to  floor). 

Written  Work. 

1.  Describe  a  logging  camp. 

2.  Tell  how  iron  is  obtained. 

3.  Tell  how  copper  is  obtained. 

4.  Explain  the  difference  between  iron  and  steel. 

5.  Make  a  sketch  map  showing  the  iron,  copper,  lumber,  and  wheat  regions 

tributary  to  the  Great  Lakes. 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,   39,  42-3,    66-8,   73-7. 
Erye's  Advanced  geography,    78,  83-4,    106-10. 
Tarr  &   McMurry,    Second    Book,    252-69. 
Tarr   &   McMurry,    Introductory   geography,    167-75. 

THE    GRAZING    REGION. 

(Read  "  Note  on  Method,"  p.  53.) 
Formal  Geography  of  the  Region. 

Draw  a  blackboarrl  map  of  the  states  named  below,  and  using  it  in  con- 
junction with  the  text-book  map  of  the  region,  teach  the  following  locations.* 

Teach  also  the  oral  anrl  written  spelling: 

Texas,  r)klahoma,  Indian  Territory,  Kansas,  Nebraska.  New  Mexico, 
Colorado,  Wyoming,  Montana. 

Omaha.  Kansas  City ;  Missouri  River;  Rocky  Moinitains. 

'.Sec  note  on  drills,  p.   50. 


THE    CONTINENT    OF    NORTH     AMERICA.  II3 

Test. 

The  correct  filling  of  an  outline  map  (see  foot-note,  p.  14). 

Lesson  Units.  ' 

I.  The  east  slope  of  the  Rocky  Mountain  Plateau  is  too  dry  for  farming, 
but  vast  herds  of  cattle  are  raised.  2.  Here  lives  a  special  type  of  man,  the 
cowboy. 

1.  TJic  cast  slope  of  the  Rocky  Moinifain  Plateau  is  too  dry  for  fanning, 
but  vast  herds  of  cattle  are  raised. 

Upward  of  tw^enty  inches  of  rainfall  is  needed  for  any  sort  of  agriculture. 
The  country  between  the  looth  meridian  and  the  Rocky  Mountains  receives 
less  than  this,  and  is  thus  debarred  to  the  farmer.  Enough  rain  falls,  how- 
ever, to  furnish  food  for  countless  thousands  of  cattle  and  sheep ;  and  so  this 
great  region  is  given  over  to  herding. 

PUPILS'     READINGS: 

Chamberlain,    Clothed,    59-71    (on   a    Montana    slieepranch). 

Smith,    140-5    (a  Texas   cattle-ranch). 

Rupert,   7-8    (the  vast  cattle  country). 

Tarr    &    ^SIcMurry,    Second    Book,    217-1I8    (the    Texas    grazing    region),    248-52     (the    cattle 

on    the    plains),    265-6    (stockyards    at  Chicago),  302-5    (Montana  sheep-ranches),   297-8 

(the  arid  country). 
Fairbanks,    Home    geography,    194-7    (stock-raising). 

Chamberlain,   Fed,    18-24   (the  cattle  country),   25-31    (Chicago   stockyards). 
Carpenter,    258    (sheepherders    and    prairie-dogs). 
King,   Fifth   Book,    1-12    (life    on   the   cattle-ranches). 
Our   country   west,   217-21    (ranch   life),    228-32    (the    great    cattle    trails),    233-5     (language 

of   cattle   brands),   236-9    (breaking   a    broncho),    240-3     (wild    horses),     195-7     (prairie 

schooners),    197-203    (prairie    signs),     203-9     (herding    in    Dakota),    209-12     (the    hated 

coyote),   212-16    (a  boy  on  the  prairie). 
Industries  of  today,   12-18    (ranch   life). 
Carver   &   Pratt,    129-32    (the  grazing  lands). 
Johonnot,    Reader,    226-33     (the    cattle    lands     of     .\rgentina:     descriptive     also     of    similar 

scenes  in  the  United  States). 
Dodge,  40-3    (grazing  centers). 

TE.\CHER'S     ADDITIONAL     REFERENCE: 

Shaler,    Story   of   our    continent,    171-3    (the  arid  region). 

Herbertson.    143-4    (Nebraska  cattle),   144-5   (the  Platte  River),   146-7  (the  "Bad  Lands"). 

Tarr  &   McMurry,  Texas  Supplement,  34-6    (great  Texas  cattle-ranches). 

Redway,   New  basis,   1 16-17. 

Brigham.    230-54    (the   arid   and   semi-arid    regions    of    the    west),    238-9    (tlie    Staked    Plain 

of  Texas),   239-54    (irrigation). 
Channing.    Students'    history   United    States,   8-1 1. 
.•\dams,    76-81     (cattle    industry). 
Davis,  45-7. 
Dryer,  332-4. 
Gilbert    &    Brigham,    327-8     (the    grazing   region). 

Written  Work. 

Locate  the  grazing  region  and  tell  why  it  is  located  there. 

2.  Here  liz'cs  a  special  type  of  man,  the  cozi'boy. 

Show  how  the  region  makes  the  man.  The  New  Yorker  is  a  well-groomed 
business  man.  The  people  of  Newfoundland  are  fishermen.  The  men  of 
the  mountains  are  miners.  Here  in  the  grazing  lands  the  arid  country  and 
its  one  great  occupation  has  produced  a  type  unlike  any  other — the  American 
cowboy. 

PL^PILS'  READINGS: 

Carroll,    Third    Book,    139-41     (cowboy   life),    81-5    (stockyards),    150-2    (Indian    cowboys). 
Fairbanks,    Home   geography,    194-7    (stock-raising). 
Rupert,    73-6    (cowboy  life). 


114  teachers'   handbook  of  geography. 

Chamberlain,    Fed,    18-24    (cowboys   and   cattle). 

King,   Fifth   Book,   1-12    (cowboy  life). 

Our    country    west,    222-^2    (life    of   the    cowboy),   232-5    (language   of  cattle   brands),   236-9 

(breaking   a    broncho),    240-3    (chasing  wild  horses). 
Wood,  yy   (cowboys  of  Argentina). 
Johonnot,  226-33    (Argentina  cowboys). 
Carpenter,  258   (sheepherders). 
Industries  of  today,    12-18    (ranch  life). 
Tarr  &  McMurry,   Second  Book,  217-18,  250-2   (life  of  the  cowboy). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Hough,    Story  of  the  cowboy    (an   intimate    and    readable    description    of    the    cowboy,    his 

work,   and  his  ways  of  living). 
Lummis,   A   New   Mexico   David    (a  good   piece  of  local  color). 
Redway,   New  basis,   68. 

Written  Work. 

1.  Describe  a  round-up. 

2.  Tell  about  the  language  of  cattle  brands. 

3.  Tell  how  the  cattle  are  sent  to  market. 

4.  Where  are  the  great  stockyards,  and  what  part  do  they  play  in  the  cattle 

industry  ? 

Text-book  Review. 

The  pertaining  material  in  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's  Advanced  geography,  38,   75-7,  83-6,  58. 
Frye's  Advanced  geography,  80-1,   111-12. 
Tarr  &  McMurry,   Second  Book,   248-52,  273-5. 
Tarr   &   McMurry,   Introductory   geography,   167-75. 


THE    PLATEAU    REGION. 

(Read  "  Note  on  Method,"  p.  53.) 

Formal  Geography  of  the  Region. 

Using  a  blackboard  map  of  the  states  named  below,  together  with  the  text- 
book map  of  the  region,  teach  the  following  locative  features.*  Teach  also 
the  oral  and  written  spelling : 

Rocky  Mountains,  Sierra  Nevada  Mountains,  Pike's  Peak. 

Great  Basin.  Yellowstone  Park,  Great  Salt  Lake,  Colorado  River. 

Montana.  Idaho,  Wyoming,  Colorado,  Utah,  Nevada.  New  Mexico. 
Arizona. 

Denver,  Salt  Lake  City. 

Test. 

The  correct  filling  of  an  outline  maji  (see  foot-note,  p.  14). 

Lesson  Units. 

I.  Here  is  a  succession  of  elevated  deserts,  surrounded  and  traversed  by 
rugged  mountain  chains.  2.  The  region  is  thinly  peopled  by  miners,  cowboys, 
and  wandering  Indian  tribes;  the  cities  arc  few  and  far  apart.  3.  This 
plateau  is  one  of  the  great  gold  and  silver  regions  of  the  world. 

•Sec   note  on   drills,  p.   50. 


THE    CONTINENT    OF    NORTH    AMERICA.  115 

I.  Here  is  a  succession  of  elevated  deserts,  surrounded  and  traversed  by 
rugged  mountain  chains. 

Draw  again  the  middle  profile  in  Fig.  6  and  lead  the  pupil  to  conceive  this 
region  as  a  continuous  elevated  mass  between  the  Rockies  and  the  Sierras. 
Note  the  altitude,  here  and  there,  not  for  memorizing  but  for  comparison. 
Great  Salt  Lake  is  4,200  feet  above  the  sea;  Denver  is  5,200  (about  a  mile). 
These  may  be  regarded  as  indicating  the  average  of  the  plateau  altitudes. 
j\It.  Whitney,  in  the  Sierras,  is  the  highest  peak — nearly  15,000  feet.  Pike's 
Peak  and  Long's  Peak,  in  Colorado,  are  over  14,000  feet.  Compare  these 
altitudes  with  those  in  Mexico,  p.  69,  and  in  Alaska,  p.  91. 

Trace  the  confines  of  the  Great  Basin  by  its  water  partings.  It  extends 
east  and  west  from  the  Sierras  to  the  Wahsatch,  and  north  and  south  from 
the  Columbia  divide  to  that  of  the  Colorado.  The  Great  Basin  sends  no 
water  to  the  sea. 

Locate  the  Great  American  Desert,  west  of  Salt  Lake,  and  the  Alojave  and 
Colorado  Deserts,  in  southeastern  California.  Let  the  pupil  feel  that  these 
are  merely  local  names  for  one  vast  arid  region. 

Teach  why  desert  lakes  are  salt,  and  use  Great  Salt  Lake  as  a  type.  For 
a  long  period  of  time  it  has  been  "drying  up."  Tell  about  the  old  beach  lines 
halfway  up  the  mountains  surrounding  the  lake. 

Go  over  the  causes  for  this  land  of  deserts:  i.  The  Sierras  intercept 
the  moisture-bearing  winds  ("prevailing  westerlies"  or  return  trades)  and 
California  gets  the  benefit,  while  Nevada  remains  one  of  the  most  absolute 
deserts  in  the  world,  (p.  "/"/.)  2.  That  great  rain  distributer,  the  cyclone, 
seems  rarely  to  develop  upon  the  plateau  ;  and  if  it  did,  the  lay  of  land  and 
water  is  such  that  no  rain  could  result  (see  cyclone  rains,  p.  75).  Here 
and  there  on  the  plateau  the  mountains  rise  high  enough  to  be  rain  (or 
snow)  producers.  The  Colorado  receives  practically  all  of  its  waters  from 
a  few  of  these  high  locations.  Like  other  desert  rivers,  it  loses,  instead  of 
gains,  as  it  flows  toward  the  sea. 

Devote  much  reading  and  discussion  to  the  scenic  aspect  of  the  region, 
for  which  many  readings  are  cited  below. 

PUPILS'    READINGS: 

Johonnot,   Reader,    155-8,  352-60    (gej'sers    of   the   Yellowstone),   375-82    (Colorado   scenerj'). 

20-23    (the  Great  Basin). 
Tarr   &    McMurry,    Introductory   geography,   17-27    Clhe   Rocky  Mountain  plateau). 
Eggleston,    158-71    (Rocky  Mountain   stories),   178-82    (Colorado   Canyon). 
King,   Second  Book,   232-50    (Canadian  Rockies). 

Dodge,    141-3    (plateaus),    144-53    (mountains),    154-7    (volcanoes   and    lava),    164    (geysers). 
Kirby,    Fireside,    264-96     (short    readings  about  deserts). 
Tarr  &  McMurry,  Third  Book,  57-9,  419-21    (deserts  in  general). 
Hall,   178-S0   (the  deserts). 
Stockton,  222-4    (mirage). 

Shaler,   First  Book  in  geology,   125-6   (salt  lakes). 
Tarr  &   McMurry,    Second  Book,  283-8    (the    plateau),     297-8     (irrigation),    299     (the    Utah 

region),  286-7   <^the  Great  Basin),  308-10    (Yellowstone  Park),  310   (Colorado  Canyon). 
Our   country  west,   67-121    (various   Rocky   Mountain   sketches),    139-43    (the    Sierras),    161-7 

(the  Colorado   Canyon),    149-53    (Death  Valley),   153-61    (Nevada,  the  sagebrush  state), 

173-8    (irrigation),   249-51    (cactus). 
Fairbanks,   Stories  of  Mother  Earth,   62-7   (Mohave  Desert).   77-82   (the  borax  country),  83-8 

(Salton   Lake  region),   89-95    (^lono  Lake),   96-102    (Colorado   River). 
Fairbanks,   Home   geography,   97-107,    172-6   (mountains),   226-8   (the  desert). 
Tarr  &   McMurry,    California    Supplement,    92-6    (the    Great   Basin),    97-8    (borax  and   salt). 
Jordan,  83-90    (the  coyote  of  the  desert). 
Dodge,   191-2   (causes  of  the  desert),  207-8    (irrigation). 


ii6 


TEACHERS      HANDBOOK    OF    GEOGRAPHY 


Rupert,    52-3    (on    Pike's   Peak),    54-6    (Great  Salt  Lake),   76-9   (mountain-climbing). 

King,  Fifth  Book,  14-32  (Colorado  Rockies),  112-23  (hunting  in  the  Rockies),  191-3  (irri- 
gation),  236-42    (the  southwestern   deserts). 

Carpenter,  235-41,  256-8  (the  Colorado  Rockies),  263-4  (Great  Salt  Lake),  262-3  (irriga- 
tion),   284-9    (falls   and   geysers   of    the  Yellowstone). 

Smith,    183-7    (the    Yellowstone   geysers^.    188-92   (the  deserts),   193-4  (Great  Salt  Lake). 

Carroll,  Third   Book,    144-6    (Yellowstone  Park),  147-9  (Great  Salt  Lake). 
TEACHER'S     ADDITIONAL     REFERENCE: 

Shaler,  Story  of  our  continent,  146-8  (Great  Salt  Lake),  172-3  (the  arid  country),  191-2 
(the  making  of  an  alkali  desert),  no,  138-40  (Colorado  Canyon,  and  canyons  gen- 
erally),   90-3    (the    Rocky    Mountain  plateau). 

Herbertson,  180-4  (the  Great  Basin),  189-91  (Mojave  Desert),  1-2  (our  scenery  summa- 
rized), 153-62  (the  Rockies),  162-7  (the  Cascades),  74-7  (the  Canadian  Rockies), 
1 70- 1  (the  great  divide),  171-80  (the  Yellowstone  geysers),  184-7  (the  Colorado 
plateau),    187-9    (Colorado  Canyon),   180-2   (the  Wahsatch  Mountains). 

Redway,  New  basis,  68,  70,  77-8,  89,  93. 

Brigham,  230-54  (the  arid  western  plateaus;  irrigation  discussed),  255-85  (the  Rockies  ae- 
scribed),    245-8    (Great    Salt   Lake   and  the  Great  Basin). 

Ballou,   Footprints,  3-4. 

Stoddard,   California   lecture.    7-20    (Mojave  Desert). 

Stoddard,   (panada   lecture,    182-228    (the    splendid  Canadian   Rockies). 

Stoddard,   Yellowstone   Park   lecture. 

Stoddard,    Colorado   Canyon   lecture. 

Redway's   Advanced   geography,    15    (Salt  Lake  explained),   17  (Colorado  Canyon  explained). 

Lummis,  Strange  corners,  28-42  (the  southwestern  deserts),  30-42  (the  Great  American 
Desert),  183-97  (the  lava-flows  and  arid  vastnesses  of  the  great  plateau),  8-19  (Colo- 
rado Canyon  intimately  described),  20-7  (petrified  forest  of  Arizona),  142-60  (great 
natural  bridges  of  Arizona). 

Tarr  &  McMurry,  Utah  Supplement,  2-8  (the  making  of  the  Great  Basin),  22-7  (the  Great 
Basin  region),  56-63  (Great  Salt  Lake  clearly  described),  83-5  (irrigation),  68-78 
(plant  life  of  the  desert),  80-2  (animals  of  the  desert),  19-20  (snowslides),  324  (Utah 
scenery),  65-7  (climate  of  the  Great  Basin),  27,  31,  etc.  (these  summaries  in  italics 
constitute  a  good   description  of  the   desert   plateau). 

Tarr   &   McMurry,   California    Supplement,   19-20   (plants  of  the  desert),  81-2   (irrigation). 

Adams,   7,    15-16. 

Dryer,  332-4,  343-7  (plateau  climate),  304-6,  318-19  (Great  Basin  and  Salt  Lake),  305-7 
(salt  lakes  in  general),  319-24  (plants  and  animals  of  the  deserts),  89-91  (the 
Colorado  River  and  its  canyon),  105-7  (the  making  of  geysers),  178-89  (the  making 
of  the  Rocky  Mountain  plateau),  210-16,  221-2  (the  "bad  lands"  and  other  curious 
forms  of  the   plateau,   in   their  making). 

Shaler,   Aspects,    193-6   (irrigation). 

Gilbert  &  Brigham,  158-60  (the  basin  of  Great  Salt  Lake).  231-2  (rainfall  of  the  arid 
plateau),  5?5-32  (gorges  and  canyons),  38-9  (falls),  70-1  (Colorado  River),  89-93 
(scenic  forms  in  the  arid  plateau),  101-3  (hot  springs  and  geysers  of  the  Yellow- 
stone), 119-28  (inland  glaciers),  168-75  ^the  Colorado  Rockies),  176-9  (the  Rocky 
Mountain   highland  in  general),    189-92    (climate  and  life  in  the  Rockies). 

Davis,  141-6  (plateaus,  and  the  development  of  canyons),  161-74  (how  the  mountains 
w;ere  made),  175-6  (mountains  as  climate-makers),  178-9  (avalanches),  301-3  (desert 
rivers),   303-4   (the   Bad  Lands). 

Written  Work. 

There  is  too  much  work  here  for  a  single  lesson.  TIk'  teacher  will  have 
to  divicJe  it  up  or  else  select. 

1.  Describe  the  surface  of  the  Rocky  Mountain  highlands. 

2.  Describe  the  climate. 

3.  Tell  what  you  can  of  the  causes  of  this  climate. 

4.  Describe  Great  Salt  Lake,  and  tell  why  it  is  salt. 

5.  Describe  the  Colorado  Canyon. 

f>.  Describe  the  geysers  of  the  Yellowstone. 

7.  Locate  and  describe  the  Great  Basin. 

8.  Describe  Death  Valley. 

(J.  Write-  what  you  can  about  Rocky  Mountain  scenery. 

2.  The  rci^ion  is  thinly  peopled  by  miners,  cowboys,  and  I'.'undering  Indian 
tribes;  the  cities  are  fez\.'  and  far  apart. 

Contrast  these  wild,  lr)nely.  and  unstable  aspects  of  life  with  those  of  the 
East,  previously  studied. 

PUPILS'    RKADLNGS: 

Johonnot,    Reader.   319-25    (the  ClilT    Dwellers). 
Rupert,   70-3    ( Denver).   90-2   (Lcadville). 

Tarr  &  McMurry,  .Second  Book,  306-8  (Indians  of  the  deserts),  312  (cities  of  the  plateau), 
297-8  (irrigation). 


THE    CONTINEXT    OF    NORTH    AMERICA.  1 17 

McMaster,  22-3  (the  Pueblo  Indians),  188-9  (the  coming  of  the  Mormons),  220-7  (nse  of 
the  new  West). 

Smith,    179-83    (people   of  the   plateau). 

Carroll,   Third  Book,   1 19-21    (the  Cliff  Dwellers). 

Our  country  west.  167-73  (cave  dwellers  of  Arizona),  178-83  (old  Santa  Fe),  183-9  (peo- 
ple of  New   Mexico),    189-92    (adobe  houses),   173-8    (irrigation). 

Miln,    87-1 1 1     (Indian    customs    and    Indian  babies). 

Kirby,    Fireside,    51-69    (Indian   stories),   264-96    (desert  types). 

Carpenter,  259-61  (Salt  Lake  City  and  the  Mormons),  262-3  (irrigation),  290-7  (Indian 
tribes  of  the  plateau),   295-7    fpueblo  builders). 

King,   Fifth   Book,    191-3    (irrigation). 

Dodge,   215-16   (cliff  dwellers),  216-17    (pueblo   builders),    207-8    (irrigation). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Lummis,  Strange  corners),  43-121  (Indians  of  the  desert),  43-57  (Moqui  snake-dance), 
58-65  (the  Navajos),  66-74,  90-3  (the  strange  inhabitants  of  New  Mexico),  75-89 
(Indian  magicians  and  medicine-men),  94121.  134-41  (pueblos  and  cliff  dwellings), 
198-207  (the  Navajo  blanket-makers),  208-18  (Indian  hunters),  219-27  (the  Indian 
idea  of  education),  228-61  (strange  customs  of  the  desert  Indians),  262-70  (Spanish 
ideals   in   New   Mexico). 

Dryer,   224-6   (influence  of  mountains  upon  life). 

Tarr  &   McMurry,    Utah    Supplement,  83-5    (irrigation). 

Tarr   &   McMurry,    California   Supplement,   S1-2    (irrigation). 

Shaler,   Aspects,    193-6    (irrigation). 

Herbertson,    191-3    (Navajo  Indians). 

Brigham,    275-9    (historical   sketch   of   the   Rocky   Mountain   region). 

Redway,   34   (sparse  population). 

\\'ritten  Work. 

1.  What  various  kinds  of  people  make  up  the  population  of  the  Rocky 

^Mountain   Plateau  ? 

2.  Describe  the  life  of  the  Indians. 

3.  Tell  about  the  pueblo  builders. 

4.  Tell  about  the  Cliff  Dwellers. 

5.  What  is  the  purpose  of  irrigation,  and  how  is  it  carried  on? 

3.  Here  is  one  of  tJie  great  gold  and  silver  regions  of  the  zvorld. 

There  are  three  general  methods  of  mining  gold.  Placer  mining  consists 
in  merely  washing  the  loose  gravel  of  stream-beds,  by  means  of  sluices, 
"cradles,"  or  other  devices,  and  securing  the  free  gold,  in  various-sized 
particles  ranging  from  "colors,"  or  tiny  Hakes,  to  nuggets  of  great  value. 
Hydraulic  mining  is  this  placer  work  carried  along  on  a  gigantic  scale. 
Whole  gravel  hills — the  deposit  of  ancient  streams — are  rapidly  torn  down 
by  directing  resistless  streams  of  water  against  them  from  powerful  nozzles. 
The  gravel  and  water  thus  mixed  are  conducted  through  sluices  in  which 
the  free  gold  is  collected  by  the  aid  of  cjuicksilver.  The  third  method  is 
quartz  mining,  in  which  gold-bearing  rock  is  blasted  out  and  passed  through 
a  series  of  crushing  machines.  It  finally  becomes  an  impalpable  mud.  and 
this  is  flowed  over  quicksilver-covered  plates  which  gather  the  pulverized 
gold  and  let  the  mud  pass  on.  With  some  kinds  of  gold-bearing  rock  other 
more  intricate  processes  must  be  used. 

Associate  the  plateau  region  with  this  third  kind  of  mining. 

PUPILS'    READINGS: 

Chase   &   Clow,   37-44    (gold),   45-7    (silver). 

Fairbanks,  Stories  of  Mother  Earth,   161-8   (down  a  gold  mine),   177-83   (story  of  a  nugget). 

King,    Fifth    Book,    38-50    (mining    in   the   plateau   region),   38-41    (silver-mining). 

Smith,    194-5    (silver  of   Nevada). 

Tarr  &   McMurry,   Second  Book,   285-6    (gold  veins),  288-90   (placer  and  hydraulic  mining), 

290-3    (quartz-mining). 
Wood,   15-21    (deep   in   a  mine). 

Fairbanks,    Home   geography,    116-19    (gold   and   silver  mining). 
Parker,    207-26     (gold    in    general),    237-41    (a  silver  mine). 

Rocheleau,  Minerals,  163-8,  187-92  (gold  and  silver  in  general),  177-80  (placer-muung) , 
180-3    (liydraulic    mining),    183-6    (quartz-mining). 


ii8  teachers'    handbook   of   geography. 

Carroll.    Tliird    Book,     133-9    (gold-mining). 

Chamberlain,  Clothed,  222-5    (gold). 

Carpenter,   239-41    (Rocky  Mountain  gold),   241-8    (a   Colorado   gold   mine),   248-55    (a    L'tali 

silver  mine). 
Dodge,   49-52    (mining  centers). 

TEACHER'S     ADDITIONAL     REFEREN'CE: 

Shaler,    Story   of   our   continent,   208    (the    varied    products    of    mines),     231-2    (silver    and 

copper). 
Tarr  &   McMurry,    Utah   Supplement,   42-4    (formation    of    veins),    45-54     (gold    mining    on 

the  plateau). 
Adams,   130-3    (gold  and  silver). 
Redway,  New  basis,  90-2,   11 7-18. 
Redway's   Advanced  geography,   85    (gold  of  the  plateau). 

Written  Work. 

1.  Describe  three  kinds  of  gold  mining. 

2.  Describe  a  Colorado  gold  mine. 

Text-book  Review. 

The  pertaining  material  of  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's    Advanced  geography,    15,    29,    34,  85-7. 

Erye's  Advanced  geography,    154-7. 

Tarr   &   McMurry,    Second   Book,   283-99,   302-12. 

Tarr    &   McMurry,   Introductory    geography,  178-9,   1S7. 

PACIFIC    REGION. 

(Read  "  Note  on  Method,"  p.  53.) 
Formal  Geograph\'  of  the  Region. 

Draw  a  blackboard  map  of  the  states  named,  and,  using  it  in  conjunction 
with  the  text-book  map  of  the  region,  teach  the  following  locations.*  Teach 
also  the  oral  and  written  spelling : 

California,  Oregon,  Washington. 

Pacific  Ocean,  San  bVancisco  Bay,  Puget  Sound. 

Sierra  Nevada,  Cascade,  Coast  Range  mountains. 

Sacramento,  San  Joaquin,  Columbia  rivers. 

Mts.  Shasta,  Whitney,  Hood,  Rainier. 

Yosemitc,  Death  Valley,  Lake  Tahoe. 

San  Francisco,  Seattle,  Portland,  Los  Angeles. 

Test. 

The  correct  filling  of  an  outline  map  (see  foot-note.  p.  14). 
Lesson  Units. 

I.  I  his  regifjn  is  wet  in  the  norlh  and  dr\  in  the  south;  its  lem[)cratures 
are  mild  throughout  the  year.  2.  It  is  a  country  of  grand  mountain  scenery 
anrl  peaks  of  eternal  snow.  3.  Continuously  with  the  ])lateau.  it  is  a  region 
rich  in  gold.  4.  The  opulent  valleys  of  ( "alifoniia  are  world-famous  for 
their  varied  fruits.  5.  Here  is  a  great  timber  region,  wlure  grow  the  largest 
trees  on  earth.  6.  San  hVancisco  is  a  great  ptjrl,  with  a  world-wide  com- 
merce at  its  wharves.  7.  Tlie  salmon-fisheries  are  ini])ortant  in  the  north, 
and  Puget  Sound  is  a   famous  harbor. 

'Sec  note  on  drills,  p.  50. 


THE    CONTINENT    OF    NORTH     AMERICA.  II9 

I.  Tliis  region  is  wet  in  the  north  and  dry  ui  the  south;  its  temperatures 
arc  mild  throughout  the  year. 

Oregon  and  Washington  receive  so  much  rain  that  the  Oregonians  are 
dubbed  "Webfeet."  On  the  other  hand,  the  extreme  south  of  Cahfornia 
receives  so  httle  moisture  that  large  areas  are  beyond  the  possibihties  even 
of  irrigation.  These  two  extremes  merge  gradually  until  at  San  Francisco 
about  t\vent}-three  inches  of  rain  is  expected  annually.  Some  of  the  northern 
portions  of  California  receive  over  eighty  inches ;  and  the  extreme  southeast, 
opposite  the  Arizona  line,  receives  only  three,  or  thereabouts.  The  Sierras 
receive  a  heavy  annual  fall  of  rain  and  snow,  principally  on  their  western 
slope,  and  greater  in  amount  toward  the  north.  Throughout  the  lowlands 
of  the  Pacific  region  the  year  divides  itself  into  two  seasons — the  wet  and 
the  dry,  as  in  the  tropics.  Snow^  is  practically  unknown  to  California,  except 
in  the  mountains,  and  the  extreme  north,  which  is  several  thousand  feet  in 
elevation. 

For  this  region  there  arc  two  sorts  of  rain-bearing  wind.  The  regular 
westerlies  shed  a  portion  of  their  moisture  regardless  of  season,  wherever 
the  mountains  rise  high  enough  to  wring  moisture  from  them.  The  seasonal 
rains  of  California  have  a  different  cause.  They  are  brought  by  the  cyclone 
of  the  north  Pacific  (Fig.  9).  The  track  of  this  cyclone  is  so  far  north  in 
summer  that  California  does  not  reach  into  its  rainy  quarter.  In  winter  the 
cyclone  track  moves  south  (in  the  general  migration  of  wind  belts).  This 
movement  brings  to  California  her  chief  rain  supply,  heaviest  in  the  north 
and  regularly  lessening  toward  the  south. 

In  teaching  this  subject  in  an  upper  grade,  review  at  some  length  the 
relations  of  (a)  mountains  to  rain,  and  (b)  cyclones  to  rain.  See  readings 
in  climate  of  South  America,  p.  47,  and  of  North  America,  p.  75. 

Concerning  the  mild  temperatures  of  the  Coast  region,  we  need  not  com- 
plicate the  question  by  any  reference  to  the  Japanese  Current  or  others. 
It  is  being  flatly  stated  by  meteorologists  nowadays  that  the  ocean  currents 
have  little  to  do  w'ith  modifying  land  temperatures.  The  broad  fact  is  that 
the  sea  itself — the  zchole  sea — is  warmer  in  winter  and  cooler  in  summer  than 
the  lands.  A  wind  passing  over  the  sea  will  carry  the  sea  temperatures  to 
the  contiguous  lands.  Therefore  all  the  lands  of  the  earth  having  prevailing 
sea-winds  (as  in  California,  Norway,  etc.)  will  have  oceanic  climates,  which 
are  cooler  in  summer  and  warmer  in  winter  than  those  normal  to  the  con- 
tinents.    (Read  "  The  Gulf  Stream  Myth,"  Scribners',  vol.  31,  p.  689  et  seq.) 

The  mild  temperatures  of  the  Pacific  States,  British  Columbia,  and  south- 
ern Alaska  may  be  referred,  therefore,  not  to  any  ocean  currents,  but  to  the 
"prevailing  westerlies."  or"  "return  trades,"  which  sweep  forever  landward 
from  the  mild  Pacific. 

Review  this  subject  in  Unit  3,  page  74,  for  which  teacher's  readings  are 
there  cited. 


I20  TEACHERS      HANDBOOK    OF    GEOGRAPHY. 

PUPILS'    READINGS: 

Sexton,   191-8   (climate  of  California). 

Dodge,   190-2    (Pacific   Coast  rainfall),   207-8    (irrigation). 

Smith,  188-92  (Mojave  Desert),  199-203  (Oregon  and  Washington,  in  general),  205-6 
(climate  of  southern  California). 

Carpenter,  264-5  (climate  of  California),  279-80,  283  (climate  in  the  north),  262-3  (irri- 
gation). 

King,  Fifth  Book,  184-93  (climate  of  the  Pacific  Coast),  188-90  (climate  of  southern 
California),    191-3    (irrigation). 

Carroll,   Third   Jiook,    89-94    (climate   of   southern  California). 

Tarr  &  McMurry,   Second  Book,  299   (the  dry,  irrigated  south),  297-8   (irrigation). 

Rupert.  37-8  (climate  of  the  north  and  south  contrasted),  85-7  (climate  of  southern 
California). 

Fairbanks,  Stories  of  Mother  Earth,  43 -8  (rivers  which  are  "upside  down"),  62-7  (Mojave 
Desert),   77-82    (the  borax  country),    83-8   (salt  region  of  Salton   Sea). 

Our    country   west,    149-53    (Death    Valley),   173-8   (irrigation). 

TEACHER'S     ADDITIONAL     REFEREN'CE: 

Brigham,    302-10    (Oregon    and    Washington  in  general),  230-54   (irrigation  discussed). 

Shaler,   .Story  of  our  continent,    182-3    (rains  of  the   Pacific  Coast). 

Herbertson,    167-70    (Oregon   in   general),    196-200    (climate    of   southern    California),    189-91 

(Mojave    Desert),     163     (climate    of  the  northwest). 
Stoddard,    California    lectures,    7-20    (Mojave  Desert). 

Lummis,    Strange    corners,    28-42    (the    desert),   37-42    (Death   \'alley  and   Salton   Sea). 
Tarr  &   McMurry.    LUah   Supplement,   83-5    (irrigation). 
Tarr    &    ^McMurry,    California    Supplement,     10     (streams    of    southern    California),     15-18, 

S3"4    (climate    of    California),     19-20     (plants    of    the    dry    south),    74-8    (geography    of 

southern    California),    81-2    (irrigation),   92-8    (the   Mojave  country). 
California    state    introductory    geography,    263-4  (climate  of  California). 
Dryer,  306-7   (trades  and  anti-trades),   332-41    (Pacific  Loast  climate). 
Davis,    29-33    (wind   belts). 
Shaler,  Aspects,    193-6   (irrigation). 
Gilbert  &   Brigham,   270-2,   228-33,   244-5    (rain  and  climate,  Pacific  Coast),  258-9   (cyclones), 

256-60    (trades   and  westerlies). 

Written  Work. 

1.  Descril)e  the  climate,  as  to  moisture,  of  the  Pacific  region. 

2.  Describe  the  climate  as  to  temperatures. 

3.  Explain  the  mild  temperatures. 

4.  Try  to  explain  the  unequal  rain  distribution. 

2.  It  is  a  country  of  grand  mountain  scenery  and  peaks  of  eternal  snow. 

Examining  the  structure  of  this  region  \vc  find  the  great  interior  valley 
of  California  completely  inclosed  by  mountain  ranges,  save  where  the 
Golden  Gate  breaks  through,  in  the  west.  These  mountains,  called  the  Coast 
Ranges,  in  the  west,  and  the  Sierras,  in  the  east,  unite  in  the  plateau  of  the 
Shasta  region  and  continue  north  as  the  Cascades.  They  unite  also  in  the 
south,  and.  passing  over  the  San  l^crnardino  Range,  finally  constitute  the 
peninsula  of  Lower  California. 

In  Oregon  and  Washington,  also,  there  is  a  great  interior  valley  which 
compares  in  some  respects  with  that  of  California.  It  lies  between  the 
Coast  Ranges  of  those  states  and  the  Cascades,  and  jiushcs  a  great  arm 
eastward,  breaking  the  Cascade  Range  and  forming  the  Columbia  River 
Valley. 

Through  this  great  minintain  region  the  scenic  features  are  so  plentiful 
that,  in  teaching  the  topic,  it  is  best  to  focus  the  recitations  upon  a  few  of  the 
most  famous  scenic  units,  say  Yosemitc  \^alley,_  Lake  Tahoe,  Mt.  Shasta, 
and  Mt.  Rainier.  The  readings  may  freely  iiKlude  oilur  features  of  interest, 
but  the  precipitate  of  the  lessons,  elicited  in  the  discussions  and  tested  in  the 
written  work,  should  not  be  inclusive  bevond  these  four. 


THE    COXTIXEXT    OF    NORTH     AMERICA.  121 

PUPILS'     READINGS: 

Our  country  west,   139-43   (the  Sierras). 

Johonnot,    Reader,    151-5    (geysers  of  (California),  365-75    (Lake  Tahoe),    158-64   (Yosemite) 

Carpenter,   273-4   (Yosemite). 

Fairbanks,    Stories  of  Mother   Earth,    136-54   (Shasta  and  other  volcanoes). 

Fairbanks,  Home  geography,  97-111,   172-6    (mountains   of  California). 

King,    Fifth    Book,    172-82    (Yosemite). 

Carroll,    Third   Book,    1 08-11    (Yosemite    and  Big  Trees). 

Jordan,  True  tales,  91-9   (bear  story). 

Sexton,    133-44    (wild   beasts   of   the    Sierras),     199-208     (the    lakes    and    varied    scenery    of 

California). 
Dodge,    144-53    (mountains),    154-7    (volcanoes  and  lava),   164   (geysers). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Tarr  &  McMurry,  California  Supplement.  1-7  (relief  of  California),  7-10  (drainage  of 
California),  23-4  (animal  life  of  California),  38-44  (the  Sierras),  47-9  (Yosemite), 
49-50  (glaciers  and  lakes),  58-60  (Coast  Range),  87-92  (mountains  of  northern 
California). 

California    introductory   geography,    258-62    (mountains   and   rivers   of   California). 

Herbertson,    193-4    (Sierras).     194-6    (Yosemite),    162-7    (Cascades). 

Tarr    &   McMurry,   Utah    Supplement,    19-20  (snowslides). 

Brigham.    287-96    (the    Sierras    and    Coast   Ranges). 

Gilbert  &  Brigham,  101-3  (hot  springs  and  geysers),  189-91  (climate  and  life  in  the 
Sierras),   216-17,    206-8    (Mt.    Shasta  and  other  dead  cones). 

Dryer,   105-7  (the  making  of  geysers). 

Muir,  1-18,  48-73  (scenery  of  the  Sierras),  20-35  (glaciers  of  the  Sierras  and  Rockies), 
36-47  (snows  in  the  Sierras),  74-96  (passes  in  the  Sierras),  98-124  (lakes  of  the  Sier- 
ras), 125-38  (highland  meadows),  244-57,  271-5  (a  storm  in  the  Sierras),  258-70 
(flood-time  in  the  Sierras),  276-99  (the  water-ousel),  226-42  (the  Douglass  squirrel), 
300-24  (wild  sheep  of  the  Sierras),  325.-37  (Sierra  foothills),  333-7  (the  cave  at 
Murphy's),    338-81    (bee   pastures   of  the  Sierras). 

Written  Work. 

1.  Describe  the  mountain  arrangement  of  the  Pacific  region. 

2.  Tell  what  you  can  about  Yosemite. 

3.  Locate  and  describe  Mt.   Shasta. 

4.  Locate  and  describe  Lake  Tahoe. 

5.  Locate  Alt.  Rainier. 

3.  Continuously  zcit/i  the  p'lalcau,  it  is  a  region  rich  in  gold. 

Bring  out  the  effect  of  the  discovery  of  gold  upon  the  settlement  of  the 
Pacific  Coast.  Note,  also,  that  the  early  period  was  devoted  wholly  to  placer 
mining.  Hydraulic  mining  followed,  and  now  the  bulk  of  the  gold  output 
is  from  the  quartz  mines,  although  both  placer  and  hydraulic  mining  con- 
tinue on  a  limited  scale  in  some  localities.  Review  the  lesson  on  these  three 
methods  of  mining  (see  page  117). 

PUPILS'    READINGS: 

Se.xton,  37-41  (discovery  of  gold  in  California),  41-8  (placer  mining  in  the  days  of  '49), 
49-56  (the  days  of  easy  gold),  57-66  (crossing  the  plains  in  the  gold  rush),  67-74 
(building  the  overland  railroad). 

McMaster,    182-6    (the   gold  rush   of  '49). 

Carpenter,   239-41    (California  gold),    241-8    (a  quartz  mine). 

Chamberlain.    Clothed,    222-5    (California  gold). 

Fairbanks,    Home    geographv,    116-19    (gold  and  silver  mines). 

Tarr  &  McMurry,  Second  Book,  281-2,  285-6  (the  gold  of  California),  288-90  (placer 
and   hydraulic  mining),   290-3    (quartz  mining). 

Chase  &  Clow,   \'ol.   I,   37-44    (gold),   45-7   (silver). 

Fairbanks,  Stories  of  Mother  Earth,  161-8  (down  a  gold  mine),  169-75  (California  quick- 
silver),  177-83    (story  of  a  nugget). 

Parker,    207-26    (gold   in   general),   237-41     (a   silver   mine). 

Rocheleau,  Minerals,  163-8,  187-92  (gold  and  silver  in  general),  168-86  (gold  in  Califor- 
nia), 177-80  (placer  mining),  180-3  (hydraulic  mining),  183-6  (deep  mines  ^nd  stamp- 
mills). 

W^ood,   15-21    (deep  in  a  mine). 

Eggleston,    171-7    (discovery   of   gold    in    California). 

Rupert,   87-00    (discovery   in   California). 

Carroll.    Third    Book,     133-9     (gold-mining). 

King,    Fifth    Book,   45-6    (placer  mining),  47-9   (hydraulic   mining). 

Dodge,  49-52    (mining  centers). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Brigham.  .192-3   (placer  and  hvdraulic  gold). 

Tarr  &  McMurry,  California  Supplement,  32-5  (discovery  in  California),  40-3  (gold- 
mining),  96-8   (borax  and  salt). 


122  TEL4CHERS'     HANDBOOK    OF    GEOGRAPHY. 

Adams,    130-3    (gold  and  silver). 

Shaler,   Aspects,    181-3    (gold   under  lava  caps). 

Shaler,    Story    of   our   continent,   228-30    (placer  mining),    230-1    (hydraulic   mining). 

4.  TJic  Opulent  valleys  of  California  arc  z^'orld-fanwus  for  their  laried 
fruits. 

A  passing-  treatment  of  the  more  important  fruit  cukiires  will  suffice. 
Avoid  going  too  deep  into  the  actual  processes  of  cultivation.  Xotc  the  rich 
output  of  southern  California,  secured  by  irrigation.  Correct  the  prejudice 
that  northern  California  is  cold  California.  Note  the  successful  cultivation 
of  oranges  as  far  north  as  Sonoma  Count}',  39°  north  latitude.  Even  further 
north,  it  is  altitude,  rather  than  latitude,  that  determines  the  temperatures. 
Refer  these  conditions  to  the  oceanic  climate  brought  by  the  westerlies. 

PUPILS'    READINGS: 

Smith,   205-13    (California  valleys). 

Carpenter,    266-71    (fruit-ranches    of   California),    274    (Los   Angeles). 

King,  rifth  Book,  128-9  (a  great  California  fruit-ranch),  194-205  (southern  California), 
206-15  (the  fruitful  valleys),  216-25  (schools  of  California),  226-35  (the  old  Spanish 
Missions). 

Carroll,  Third  Book,  105-7  (Monterey),  101-2  (ostriches  of  southern  California),  98-101 
(wine    and   grapes),    94-6    (fruit-raising),  89-94    (southern  California). 

Tarr  &   McMurry,    Second   Book,   299-302    (fruits  of  California). 

Chamberlain,  Fed,  165-74  (orange-groves),  174-84  (visit  to  a  vineyard),  187-92  (walnut- 
farms). 

Our  country  west,   143-9   (raisin-making). 

Beal,   169-214    (talks  on  various  fruits). 

Rupert,    56-7    (the  bigness  of   a   Californian's  ideas). 

Industries    of    today,    37-44    (California    raisins). 

Chamberlain,    Clothed,    212-21     (a    California  ostrich-farm). 

Sexton,  8-28  (the  old  Spanish  days,  and  the  missions),  30-6  (the  early  American  period), 
75-82  (the  wheat  of  California),  83-91  (orchard,  farm,  and  vineyard),  92-101  (oranges 
and  lemons),  102-10  (California's  wild-flowers),  121-32  (birds  of  California),  145-58 
(the   fishing   along   California   coasts),    159-68    (the  Indians  and  the  padres). 

Winterburn,  9-26  (Indians  of  California),  27-42  (Indian  legends),  97-170  (the  padres 
and    their   missions),    171-222    (Spanish   days  in  California). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Stoddard,    California    lecture,    20-102. 
Ballou,   Footprints,   5-10. 
Redway,   New  basis,    118-19. 

Herbcrtson,    196-200    (fruitful    valleys    in   southern  California). 
Muir,  338-81    (bee-pastures). 
Chisholm,   75-8    (fruits  in  general). 

Calif,)rnia    state    introductory    geography,    265-71    (grain,   fruits,   and   stock). 
Tarr   &   McMurry,   California    Supplement,    26-37    (early    days    and    Spanish    missions'),    45-6 
(sheep  and  cattle  in  California),  51-8    (the  great  interior  valley),   60-2,   71-4    (the   coast 
valleys),   79-81    (fruits  of  southern  California,  83-6   (cities  of  the  south). 

Written  Work. 

1.  Write  a  list  of  the  principal  California  farm  products. 

2.  Tell  about  the  climate  needed    for  orange   growing. 

3.  What  are  prunes?     What  arc   raisins?     Describe   wine-making. 

4.  What  arc  the  principal  products  of  the  great  interior  valley." 

5.  Tell  about  the  old  Spanish  Missions. 


5.  Hqre  is  a  great  timber  regio)i  where  groti.'  the  largest  trees  on  earth. 

Teach  about  tlie  great  age  of  the  Sequoia  gigantea,  or  "big  trees."  and 
the  method  of  calculating  it  by  their  amiular  layers.  I'se  familiar  standards 
of  comparison,  l-'or  example,  these  trees  must  have  been  already  enormous, 
and  centuries  of  age,  when  Columbus  discovered  .\merica.  Many  of  those 
now  standing  had  seen  their  sapling  stage  ere  Christ   was  born. 


THE    COXTIXEXT    OF    NORTH    AMERICA.  123 

Assign  readings  also  on  the  giant  pines  and  spruces  of  the  Sierras  and 
of  Oregon  and  A\'ashington. 

Xote  that,  here  in  the  West,  the  Uimbering  season  is  in  the  summer,  while 
in  the  East  it  is  in  the  snow  months. 

PUPILS'    READINGS: 

Carroll,    Third    Book,    108-10    (the    big   trees). 

Carpenter,    271-3    (the    big   trees   of    California),   280    (the  big  trees  of  the  northwest). 

Tarr   &    McMurry,    Second   Book,    294-6    (lumbering  in   \\'ashington). 

Johonnot,    Reader,    165-8    (the   big  trees   of   California). 

Our  country   west,    131-5    (the  big  trees),    135-9    (lumbering  in  the  Sierras). 

Rocheleau,    Soil,   42-6    (lumber    of   the    Pacific  Slope). 

Fairbanks,   Home  geography,    199-205    (lumbering  in  the   Sierras). 

Sexton,   II 1-20   (the  sequoias,  or  big  trees). 

Dodge,   43-6    (lumbering  centers). 

King,  Fifth  Book  (logging  in  the  big-tree  country),  165-70  (sequoia  groves  of  California). 
TEACHER'S     ADDITIONAL     REFERENCE: 

Brigham,    279-85    (the   Pacific   forests). 

Shaler,   Story  of  our  continent,    116    (the   Pacific   forests). 

Herbertson,    163    (the   forests   of  the  northwest). 

Tarr  &  McMurry,  California  Supplement,  20-2,  43-5  (forests  of  California),  69-70  (lum- 
ber of  the  northern  counties). 

Adams,    107-12    (United    States    lumber   trade). 

Muir,    139-79.    200-25    (forests   of  the    Sierras),    179-200   (the  giant  sequoias). 

Gilbert  &  Brigham,   319-23    (forests  of  North  America). 

Written  Work. 

1.  Tell  where  the  big  redwoods  are  found,  and  something  about  their  age. 

2.  Tell  about  the  trees  of  the  X'orthwest. 

3.  Contrast  the  logging  method  of  the  West  with  that  of  the  East. 


6.  San  Francisco  is  a  great  port,  zcitli  a  n'orld-zvide  coinuicrcc  at  its 
wharves. 

Show  how  nature  has  bestowed  upon  San  Francisco's  harbor  a  monopoly 
of  sea-going  commerce  for  nearly  our  whole  western  seaboard.  Only  Puget 
Sound  can  ever  prove  a  competitor,  in  a  large  way.  Review  this  subject  as 
treated  in  Unit  2.  page  70. 

PUPILS'    READINGS: 

Sexton,   169-79   (story  of  San  Francisco). 

Smith,   213-17    (San   Francisco). 

Carpenter,    274-8    (San    Francisco    and    Chinatown). 

King,    Fifth    Book,     130-40    (San    Francisco),     141-64     (Union     Iron     \\'orks,     a     battleship 

factory). 
Carroll,   Third   Book,    117-18    (Union   Iron  Works),    113-16    (San  Francisco). 
Fairbanks,    Stories   of   Mother    Earth,   49-57   (the  making  of  San  Francisco  Bay). 
Dodge,    11-13     (value    of    harbors),    105-S     (lagoons    and    bars:    types    of    poor    harbors,    for 

comparison),    165-70    (drowned    valley  harbors). 

TEACHER'S     ADDITIONAL     REFERENCE: 

Brigham.    286-302    (California    as    a    state;  the  sphere  of  the  Golden  Gate). 

Tarr   &   McMurry,    California   Supplement,    10-14    (coasts   and   harbors   of   California),    24-6, 

50-1    (resources   of   California),   63-g    (.San  Francisco  and  its  harbors). 
Herbertson,   200-2    (San   Francisco  and  its  bay). 
California    state    introductory    geography,     271-8     (resources    of    California),    278-83     (cities 

of  California). 
Adams,   22-6   (the  sites  of  cities),    160-1    (San   Francisco  as  a  port). 

Dryer,   95    (San   Francisco   Bay   as   a   drowned  valley),   227-9    (rising  and  sinking  coasts). 
Shaler,   Aspects,    7-9    (rising   and   sinking  coasts:  instance  of  the  temple). 
Gilbert   &    Brigham,    10-11,    63-5    (rising   and  sinking  coasts),  307-8   (Pacific  coastline). 

Written  Work. 

1.  Tell  of  the  advantages  enjoyed  by  San  Francisco,  as  a  port. 

2.  What  is  the  belief  as  to  how  San  Francisco  Bay  was  formed? 

3.  Write   a  little   description   of   San    Francisco. 


124  TEACHERS'     HANDBOOK    OF    GEOGRAPHY. 

7.  The  salnwu-fishcrics  arc  iniporfaiit  in  t/ic  uorf/i,  and  Piii^ct  Sound  is  a 
famous  harbor. 

Note  the  curious  habits  of  the  sahnon.  \\hile  the  fish  is  characteristically 
a  salt-water  creature,  all  the  catching-  is  done  in  rivers. 

Note  Puget  Sound  as  one  of  the  world's  most  magnificent  harbors,  with 
a  great  future  before  it. 

PUPILS'    READIiXGS: 

Our  country  west,  17-20  (a  salmon-pool). 

Smith,   197-8   (Alaska  salmon). 

Rupert,    79-81    (the    Puget    Sound   country). 

Carpenter,  281-3  (Columbia  River  salmon),  278-84,  289-90  (Washington  and  Oregon  de- 
scribed),   289-94    (Indians   of   Washington  and  Oregon). 

King,  Fifth  Book,  78-106  (Seattle  and  Puget  Sound),  107-9  (Columbia  River  region), 
167-9    (sage   plains  of  Oregon). 

Carroll,   Third   Book.    142-3    (Columbia   River  salmon). 

Tarr  &  McMurry,  Second  Book,  316-17  (Columbia  River  salmon),  317-18  (Puget  Sound 
country),   316    (Columbia   River   country). 

Beal,    131-3    (salmon  fisheries). 

Jordan,  True  tales,   27-41    (story  of  a  Columbia  River  salmon). 

Dodge,  53-5   (fishing  centers). 

TEACHER'S     ADDITIONAL     REFERENCE: 
Ballou,  New  El  Dorado  (Alaska  salmon). 
Herbertson,    169-70    (salmon-canning    in    Alaska). 

Written  Work. 

1.  Describe  the  salmon  industry:     (a)  habits  of  the  fish,  (b)  the  fishing, 

(c)  the  canning. 

2.  Tell  about  Puget  Sound. 

Text-book  Review. 

The  pertaining  material  of  the  text-book  is  now  to  be  used  as  a  summary 
and  review. 

Redway's   .\dvanced    geography,    89-91. 

i-"rye's   .\dvanced   geography,    154-7. 

Tarr  &  McMurry,   Second  Book,  281-302,   311-18. 

Tarr  &  AIcMurry,  Introductory  geography,   176-87. 


General  Text-book  Review  of  the  United  States. 
This  review  material  is  found  in 

Redway's  .Advanced  geography,  49-61. 

l-rye's  Advanced  geography.    123-42. 

Tarr  &  McMurry,   Second   Book,   121-318. 

Tarr   &    McMurry,    Introductory    geography,  141-87. 

Adams'   Commercial  geography,  49-56. 


A    TEACHERS'    HANDBOOK 


I  N 


GEOGRAPHY 


PART  II 

EURASIA,    AFRICA,    AUSTRALIA 

AND      THE 

ISLANDS  OF  THE  PACIFIC 


BY 


FRANK   F.  BUNKER 

STATE    NORMAL    SCHOOL 
AT    SAN    FRANCISCO 


SAN  FRANCISCO 

C.  A.  MURDOCK.  i-  CO.,    PRINTERS 
1905. 


Copyright,  1905 

B  Y 

Frank  F.  Bunker 


PREFACE. 

Bulletin  No.  lo  owes  its  inception  to  the  appointment,  by  Dr.  E.  C.  Moore, 
President  of  the  California  Council  of  Education,  of  a  committee,  comprising 
Frank  F.  Bunker,  Deputy  Superintendent  Heaton  (San  Francisco),  Pro- 
fessor Holway  (State  University),  Superintendent  James  A.  Barr  (Stockton), 
and  Walter  J.  Kenyon  (State  Normal,  San  Francisco),  to  prepare  a  teachers' 
handbook  to  accompany  the  California  State  Series  geography  texts  (recent 
adoption).  The  handbook  as  prepared  by  the  committee  was  laid  before  both 
the  Council  and  the  State  Teachers'  Association,  adopted  and  ordered  printed, 
but  through  lack  of  funds  available  for  the  purpose  the  Council  found  itself 
unable  to  proceed  with  its  publication.  The  matter  contained  in  Parts  I  and 
II  of  this  issue  is  the  material  contributed  by  Messrs.  Kenyon  and  Bunker  to 
the  handbook  as  prepared  by  the  Geography  Committee,  and  is  published  by 
the  State  Normal  School  for  the  use  of  its  student  teachers  and  the  teachers 
of  the  State. 

This  handbook  is  not  designed  to  supersede  the  text-book,  but  to  supple- 
ment it  by  indicating  specifically  what  features  of  the  text  should  be  empha- 
sized and  elaborated  and  what  omitted.  Despite  attempts  to  the  contrary,  the 
text-book  of  geography  can  never  be  more  than  a  reference-book  containing 
necessary  maps,  tables  of  statistics,  and  useful  charts  and^  diagrams.  It  can 
never  contain  that  wealth  of  interesting  and  vivid  geographical  detail  which 
is  to  be  found  in  fiction,  in  travelers'  tales,  and  in  the  many  stories  of  life 
and  adventure  which  are  accessible,  and  without  which  the  study  of  geography 
degenerates  into  the  prevalent  though  perfunctory  process  of  memorizing 
meaningless  words  and  phrases.  The  handbook  takes  up  each  natural  area 
of  the  world ;  selects  one  or  more  typical  and  characteristic  features  of 
each;  gives  a  list  of  the  best  references  (children's  and  teacher's)  to  the 
supplementary  material  at  hand ;  and  then  follows  with  comments  on  the 
topic  and  its  presentation  with  the  thought  that  such  a  body  of  comment  will 
at  least  serve  the  purpose  of  rendering  easier  the  work  of  the  teacher  in  her 
preparation. 

It  is  not  thought  that  any  one  teacher  can  present  to  her  classes  all  of  the 
topics  and  material  suggested.  Some  teachers  have  more  time  for  the  work, 
some  again  have  better  facilities  for  carrying  it  out  than  have  others.  The 
suggestions,  therefore,  which  are  given  herein  should  not  be  followed  blindly, 
but  adapted  and  shaped  to  suit  the  needs  of  particular  situations.  Again,  it 
is  not  desirable  to  attempt  to  treat  all  of  the  topics  listed  under  any  one  region 
in  a  given  grade.     Teachers  of  those  grades  below  the  Seventh  and  Eighth 


4  TEACHERS     HANDBOOK     OF    GEOGR.APHY. 

will  find  it  profitable  to  pass  over  the  world  once,  using  the  elementary  text 
as  a  basis,  and  selecting  from  the  handbook  those  topics  which  have  a  pic- 
turesque and  biographical  interest,  and  reserving  those  of  a  commercial,  in- 
dustrial, and  political  nature  for  a  "  second  time  over '"  in  the  Seventh  and 
Eighth  grades,  and  with  the  advanced  text  as  the  basis.  Thus,  for  example, 
in  the  "  Study  of  the  Kingdom  of  Great  Britain  and  Ireland,"  page  14, 
lesson  units  II  and  IV  could  well  be  presented,  in  whole  or  in  part,  in  the 
lower  grades,  while  units  I  and  III  would  better  be  reserved  for  more  mature 
children.  Again,  in  the  "  Study  of  the  German  Empire,"  page  18,  lesson 
units  I  and  III  can  be  easily  shaped  to  the  interest  and  comprehension  of 
lower  grade  children,  where  No.  II  would  probably  be  beyond  them.  Simi- 
larly with  the  other  regions  treated,  those  units  dealing  with  the  more  abstract 
commercial,  economic,  and  political  considerations  should  be  reserved  for  the 
work  of  the  higher  grades,  while  those  topics  treating  of  the  ways  of  peoples 
— their  customs,  life,  ideals ;  of  the  picturesque  and  historic  buildings  and 
monuments  of  the  world ;  and  of  the  great  men  of  the  past  and  the  present — 
can  well  be  handled  in  the  lower  grades. 

The  reading-lists  have  been  made  rather  full,  not  with  the  idea  that  any 
school  will  find  all  the  books  cited  accessible,  nor,  indeed,  with  the  thought 
that  access  to  all  is  by  any  means  a  necessity,  but  rather  for  the  reason  that 
out  of  the  list  given  every  teacher  will  find  at  least  some  available.  Each  year 
the  teacher  should  add  as  many  books  to  her  school  library  from  those  recom- 
mended as  her  funds  will  warrant.  The  better  her  equipment  in  this  respe'ct 
the  better  will  be  her  work.  In  purchasing  books  it  will  be  best,  before  secur- 
ing many  of  the  single  books  listed,  to  get  the  sets  which  are  listed  under 
the  head  "  Series,"  on  page  92. 

In  the  preparation  of  this  part  of  the  handbook  the  writer  wishes  to  ac- 
knowledge his  indebtedness  to  Mr.  Heaton  and  to  the  other  members  of  the 
Geography  Committee  for  helpful  suggestions ;  to  the  Librarians  of  the 
Public  Library  and  of  the  Mechanics'  Institute  for  the  many  courtesies  which 
they  have  extended ;  and  to  Miss  Stella  Huntington,  Librarian  of  the  State 
Normal  School,  for  her  painstaking  cooperation  in  securing  the  reading  lists 
given.  It  should  be  added  that  whatever  merit  there  may  be  in  the  idea  as 
herein  advanced  and  worked  out  is  due  in  a  large  degree  to  the  suggestions 
and  keen  criticisms  of  Dr.  Frederic  Eurk,  President  of  the  school. 

.March,  .905.  FRANK  F.  BUNKER. 


CONTENTS. 


THE  CONTINENT  OF  EURASIA. 

PAGE 

Its  Structure    7 

Life  in  the  Tundras    9 

Life  in  the  Steppes    10 

Life  in  the  Deserts   11 

The  Rise  of  Peoples  and  Countries 12 

A  Study  of  the  Kingdom  of  Great  Britain  and  Ireland 14 

A  Study  of  the  German  Empire  18 

A  Study  of  the  Kingdom  of  the  Netherlands   22 

A  Study  of  the  Kingdom  of  Denmark    23 

A  Study  of  the  Kingdom  of  Norway  and  Sweden 24 

A  Study  of  the  Countries  of  the  Danube 26 

A  Study  of  the  Republic  of  Switzerland 27 

A  Study  of  the  Kingdom  of  Belgium   30 

A  Study  of  the  Republic  of  France 31 

A  Study  of  the  Iberian  Peninsula 36 

A  Study  of  the  Kingdom  of  Italy  39 

A  Study  of  the  Kingdom  of  Greece 42 

A  Study  of  European  and  Asiatic  Turkey 43 

A  Study  of  European  and  Asiatic  Russia 51 

A  Study  of  Arabia  and  the  Plateau  of  Iran 55 

A  Study  of  India  and  Indo-China 57 

A  Study  of  the  Chinese  Empire 61 

A  Study  of  Korea  6y 

A  Study  of  the  Japanese  Empire   68 


6  CONTEXTS. 

THE    COXTIXENT    OF   AFRICA. 

Its  Structure 71 

A  Study  of  the  ^Mediterranean  Coast  Region .71 

A  Study  of  the  Sahara  Region  'J2> 

A  Study  of  the  Region  of  the  Xile 73 

A  Study  of  the  Kongo  Region  75 

A  Study  of  the  Region  of  South  Africa 76 

AUSTRALIA  AND  THE  ISLANDS  OF  THE  PACIFIC. 

The  Structure  of  the  Island  Continent 78 

A  Study  of  Australia   79 

A  Study  of  Xew  Zealand 81 

A  Study  of  the  East  Indies   82 

A  Study  of  the  Philippine  Islands  83 

A  Study  of  the  Hawaiian  Islands 84 

Book  List   87 


THE    CONTINENT    OF    EURASIA. 


Map  Locations  (to  be  taught  first)  :  Europe,  Asia.  Japanese  Islands, 
Philippine  Islands,  East  Indies;  Pyrenees,  Alps,  Apennines,  Carpathians, 
Caucasus,  Himalayas ;  Ob,  Yenisei,  Lena,  Amur,  Hoang-,  Yangtse-Kiang. 
Ganges,  Indus,  Ural,  Volga,  Rhine,  Elbe,  Dwina  rivers. 

The  Structure  of  the  Continent  (to  be  given  next)  :  Have  the  children 
turn  to  the  map  (advanced  text.  pp.  112-113).  Examine  the  highlands,  and 
observe  that  the  backbone  of  the  continent  reaches  from  Bering  Strait  to  the 
extreme  southwestern  part  of  Europe ;  in  comparison,  it  is  nearly  as  long  as 
the  backbone  of  North  and  South  America  together;  and  that  in  Europe  it 
is  much  more  narrow  and  broken,  while  in  Asia  it  is  much  less  broken  and  as 
wide  as  the  widest  part  of  the  United  States.  In  this  connection  the  children 
should  learn,  if  they  have  not  already  done  so,  the  location  and  names  of  the 
few  important  ranges  of  this  axis :  In  Europe,  they  should  know  the  Pyre- 
nees, the  Alps,  the  Apennines,  and  Carpathian  Mountains ;  in  Asia,  the 
Caucasus  and  the  Himalaya  ranges.  They  should  observe  also  that  this 
axis  has  very  much  the  shape  of  the  following  figure :     / 

Tell  the  children  to  imagine  this  figure  to  be  the  ridge-pole  lines  of  a  roof, 
as  one  looks  down  upon  it.  Ask  them  to  state  in  what  direction  the  water 
will  flow  when  it  falls  on  this  roof.  Apply  this  idea  to  the  map  of  Eurasia 
and  draw  the  conclusion  that  if  rain  were  to  fall  throughout  the  entire 
length  of  this  great  water-parting,  it  would  be  thrown  off  toward  the  north, 
toward  the  east,  and  toward  the  south,  and  that  therefore  we  would  expect 
the  rivers  of  Eurasia  in  the  main  to  flow  in  these  general  directions.  An 
examination  of  the  map  (advanced  text,  p.  112)  with  respect  to  the  course 
of  the  rivers  wall  show  that  in  a  general  way  this  is  correct.  It  is  therefore 
reasonable  to  conclude  that  the  land-slope  of  the  continent  is  in  these  three 
general  directions. 

In  regard  to  climatic  conditions,  observe,  first,  that  the  continent  of 
Eurasia  extends  from  the  Arctic  Region,  on  the  north,  nearly  to  the  equator, 
on  the  south,  and  that  in  consequence  the  climate  must  be  one  of  extremes, 
— that  is,  extremes  of  cold  in  the  north  and  of  heat  in  the  south.  Observing 
the  northern  region  the  children  will  see  that  because  of  the  absence  of  a 
range  of  mountains  trending  east  and  west  there  is  no  obstacle  to  the  passage 
of  icv  winds  southward.  This  causes  the  summer  frosts  of  Siberia,  and  very 
cold  winters  in  Peking,  which  is  in  the  latitude  of  Rome.     In  Europe  these 


8  teachers'    handbook     of    GEOGR.APHY. 

extremes  of  temperature  are  considerably  modified  by  the  prevailing  winds 
from  the  Atlantic.  Again,  observe  that  the  Himalaya  ^^lountains  and  the 
Central  Plateau  of  Eurasia,  extending  east  and  west,  is  an  effective  obstacle 
in  the  way  of  the  passage  of  the  warm  rain  winds  from  the  Indian  Ocean. 
Hence  the  deserts  of  Gobi  and  Tibet  in  the  Chinese  Empire,  and  the  heavy 
precipitation  of  rain  to  the  south  and  east  of  the  Himalaya  Mountains.  This 
region,  together  with  that  along  the  southeastern  coast,  lies  in  the  monsoon 
area  of  the  continent.  The  humidity  of  this  region  depends  on  the  southeast 
monsoon,  which  blows  in  from  the  ocean  during  summer  and  in  the  opposite 
direction  during  the  winter.  This  change  of  direction  gives  the  region  dry, 
cold  winters  and  warm,  moist  summers.  This  change  from  the  summer  to 
the  winter  monsoon  gives  rise  to  fierce  and  disastrous  storms  oft"  the  coast, 
called  typhoons,  which  make  navigation  at  this  time  exceedingly  dangerous. 

At  this  point  the  teacher  could  with  advantage  take  up  the  subject  of 
"Monsoons,"  with  a  view  to  bringing  out  clearly  the  chief  forces  involved 
in  producing  these  changes  in  the  direction  of  the  prevailing  winds.  In  this 
connection  the  teacher  can  refer  to  the  discussion  of  "Winds"  given  in  the 
advanced  text  (pp.  25-26).  In  Tarr  and  McAIurry's  Complete  Geography 
(pp.  229-231),  or  in  any  good  physical  geography,  the  teacher  will  find  an 
adequate  explanation  of  this  topic. 

The  points  in  the  explanation  which  should  be  clearly  presented  are : 

1.  That  the  land  gets  warm  and  cools  off  quicker  than  the  water.  Show 
this  by  a  simple  experiment.  Take  a  pan  of  sand  and  one  of  water.  Take 
the  temperature  of  each  at  a  given  time.  Put  both  on  a  hot  stove ;  record  the 
temperature  of  each  for  fifteen  minutes ;  take  both  pans  off"  the  stove  and  set 
together  in  a  cool  place.  Continue  recording  the  temperature  of  each  every 
few  minutes  until  one  has  reached  the  starting-point.  Examine  the  records, 
and  the  conclusion  will  be  obvious  that  the  land  gets  warm  and  cools  off  more 
quickly  than  the  water. 

2.  That  the  land,  when  it  becomes  warm,  warms  the  air  above  it,  which 
cxpanfls  and  grows  light ;  but  the  air  over  the  water  remains  comparatively 
cool.  Thus  the  equilibrium  of  the  air  is  disturbed  and  a  flow  of  cool  air 
inland  results. 

3.  That  the  larger  the  continent  the  greater  will  be  the  dift'erence  in 
temperature  between  itself  and  the  surrounding  water, — hence  the  greater 
the  force  of  the  air-flow. 

4.  That  in  thfe  monsoon  regions  of  Asia  during  the  winter  the  heavy  air 
over  the  cold  land  presses  outward  beneath  the  warmer  air  of  the  ocean.  The 
consequence  is,  that  a  prevailing  dry,  cold  wind  blows  from  the  land  toward 
the  sea.  In  the  summer  the  land  becomes  heated  ;  the  cool  air  from  the  water 
flows  in.  bringing  with  it  moisture,  which  being  precipitated  on  the  slopes 
gives  southeastern  Asia  her  rainy  season. 

CFor  further  experiments  to  be  given  in  connection  with  air  movements, 
and  also  for  many  helpful  suggesti<^ins  in  the  treatment  of  this  physio- 
graphical  aspect,  see  Miss  T'-ffic  li.  Md'addcn's  article.  "The  Special  Method 


THE    CONTINENT    OF    EURASIA.  9 

cf  Physical  Geography/'  in  San  Francisco  State  Xormal  School  Bulletin  Xo. 
2,  Chapter  V.) 

Take  up  for  brief  consideration  the  effect  of  these  conditions  on  the  animal 
and  plant  life  of  the  continent  with  a  view  to  showing  how,  in  a  large  way, 
these  have  in  turn  reacted  on  the  life  of  the  inhabitants  of  the  region.  (For 
what  follows  on  this  point  I  am  greatly  indebted  to  a  most  suggestive  little 
book  by  Herbertson,  "Man  and  his  work,"  Macmillan.) 

Broadly  speaking,  all  land  is  either  forest-land,  grass-land,  or  desert,  and 
the  geographical  conditions  which  obtain  in  each  determine  the  occupation 
of  the  people,  which  in  turn  profoundly  affects  their  manner  of  life,  their 
ideals  of  government,  and  their  notions  of  trade.  It  will  not  be  profitable 
to  go  too  deeply  into  this  aspect  of  the  question,  or  to  attempt  to  work  out  in 
detail  how  occupation,  and  the  conditions  which  have  determined  occupation, 
have  reacted  on  the  life  of  each  separate  country.  It  will  be  sufficient  in  this 
connection  to  treat  each  of  the  following  topics  as  they  apply  to  the  continent 
under  consideration.  Life  in  the  Tundras,  Life  in  the  Steppes,  Life  in  the 
Deserts. 

Life  ill  the  Tundras:  In  presenting  this  region,  the  chief  descriptive 
characteristics  should  first  be  brought  out.  (See  advanced  text,  pp.  22,  29, 
31,  32,  115.)  The  children  in  this  connection  should  know  that  "Tundra" 
is  the  Russian  name  for  the  frozen  region  surrounding  the  Arctic  Ocean, 
the  same  region  in  fact  which  in  Canada  is  called  the  "Barren  Lands."  They 
should  know  that  it  is  a  belt  of  dwarfed  and  scattered  vegetation,  gradually 
displaced  toward  the  north  by  fields  of  unbroken  ice  and  snow ;  whereas  to 
the  south,  the  stunted  copses  gradually  shade  into  sparse  woods,  which  pass 
in  turn  into  the  forests  of  the  north  temperate  lands.  They  should  know 
too  that  the  Tundra  is  crossed  by  great  rivers  like  the  Ob,  Yenisei,  and  Lena, 
in  Siberia,  and  the  Mackenzie  in  North  America ;  that  these  rivers  are  ice- 
bound for  more  than  half  the  year;  that  the  upper  waters  thaw  first,  which 
causes  great  floods  along  the  lower  courses ;  and  that  these  rivers  teem  with 
fish,  which  play  an  important  part  in  the  life  of  the  inhabitants  of  the  Tundra. 

With  this  knowledge  of  the  characteristics  of  the  Tundra,  the  children  are 
ready  to  discuss  its  influence  on  the  inhabitants.  In  this  connection,  it  should 
be  shown  that  they  depend  very  largely  on  fish  for  food,  and  on  the  rein- 
deer for  transportation  and  clothing.  Fishing,  the  hunting  of  fur-animals, 
and  the  tending  of  reindeer  constitute,  therefore,  almost  the  only  occupation 
of  the  people.  As  reindeer  cannot  be  kept  in  captivity,  but  must  be  allowed 
to  wander  in  search  of  food,  and  as  hunting  and  fishing  are  occupations 
necessitating  frequent  changes  of  habitation,  the  life  of  the  people  is  in  con- 
sequence one  of  constant  wandering,  except  in  the  depth  of  winter,  when  it 
is  impossible.  This  in  turn  determines  the  character  of  the  dwellings,  for 
we  find  that  their  shelter  during  the  summer  months  consists  of  tents  which 
can  be  set  up  and  taken  down  quickly  and  easily.     In  winter,  when  they  are 


lO  TEACHERS     HANDBOOK     OF     GEOGfLAPHY. 

forced  by  the  severity  of  the  weather  to  remain  in  one  place,  the  tent  gives 
way  among  the  Lapps  to  rude  dwellings  of  turf  supported  on  sticks,  and 
among  the  Eskimos  of  ice  and  snow.  The  possessions  of  a  people  leading 
such  a  wandering  and  precarious  life  must  of  necessity,  the  children  will 
readily  see,  be  very  few,  and  limited  strictly  to  the  weapons,  tools,  and  uten- 
sils which  are  indispensably  connected  with  transport  and  the  chase.  The 
sledge  is  universally  found,  drawn  either  by  dogs  (among  the  Eskimos),  or 
by  reindeer  (among  the  Lapps).  Bows  and  arrows  are  the  customary 
weapons,  though  firearms  are  spreading,  owing  to  the  occasional  contact 
of  these  tribes  with  the  fur  traders  of  civilization. 

It  will  by  no  means  be  beyond  the  comprehension  of  the  children  of  the 
grades,  nor  without  profit,  to  carry  the  discussion  one  step  further  with  a 
view  to  observing  how  the  manner  of  life  of  these  tribes  reacts  on  the 
family  life  of  the  peoples.  Obviously,  such  a  life  is  devoid  of  all  those  emo- 
tional qualities  which  go  with  a  fixed  home  and  a  reasonable  security  of 
existence.  Again,  where  subsistence  is  so  precarious,  and  where  a  people  is 
forced  to  make  frequent  changes  in  habitation,  there  is  little  pity  for  those 
unable  to  support  themselves,  and  the  aged,  the  sick,  or  the  weakly  children 
are  frequently  left  to  perish.  Finally,  the  scanty  resources  give  no  margin 
for  the  accumulation  of  wealth  or  leisure  for  the  improvement  of  the  comforts 
of  life. 

Either  at  this  point  or  preceding  this  discussion  the  teacher  should  put  as 
many  as  possible  of  the  following  references  into  the  hands  of  the  children. 
These  references  will  re-enforce  in  a  vivid  way  the  points  already  made,  or, 
if  read  before,  will  afford  an  excellent  basis  for  the  above  discussion. 

Herbcrtson,    Asia pp.  3-4. 

Herbertson,   Man  and  his  work pp.  7-14. 

Pratt,    Northern    Europe pp.  45-53 

Shaw,  I5ig  people  and  little  people  of  other  lands pp.  52-69. 

Handbook,  part  I,  unit  No.  i,  "Arctic  America." 

Starr,  Strange  peoples pp.  47-59. 

The  people  of  the  reindeer  ( Laplanders) Cent. — 58 :  582. 

Life  ill  the  Steppes:  As  with  the  preceding  topic,  begin  this  treatment  by 
bringing  out  the  characteristic  descriptive  features  of  the  region.  (See 
advanced  text,  pp.  28,  29.  31,  32,  115.)  Point  out  that  in  each  continent 
there  are  certain  regions,  usually  at  great  distances  from  the  sea,  which 
obtain  insufficient  rainfall  to  produce  a  forest  growth,  but  get  enough  for 
the  smaller  forms  of  vegetation.  Such  regions  are  the  great  grassy,  treeless 
plains  of  the  several  continents,  and  which  are  variously  designated.  In 
North  America  they  arc  called  "prairies,"  in  South  America  "pampas"  or 
"llanos."  while  in  Eurasia  the  term  "steppe"  is  used.  Being  a  region  of 
grasses,  and  having  a  temperate  climate,  it  is  perfectly  suited  to  the  domesti- 
cation anrl  breeding  of  animals,  which,  in  point  of  fact,  is  the  occupation  of 
the  inhabitants  of  the  region.  As  the  flocks  are  continually  eating  up  the 
grass,  the  life  of  the  Steppes  must  be.  as  with  the  inhabitants  of  the  Tundras. 
a  wanrlcring  one.  It  will  be  interesting  as  well  as  profitable  to  contrast  the 
pastoral  life  of  tlic  Steppes  with  the  life  of  the  Tundras  :  tlmvigh  they  are  both 


THE    CONTINENT    OF    EURASIA.  II 

nomadic,  yet  in  all  other  important  respects  the  reaction  on  ideals  of  life  and 
living  are  widely  different. 

In  drawing  this  contrast,  bring  out  that  the  environment  is  a  much  more 
generous  one,  permitting  the  inhabitants  to  secure  not  only  the  necessities 
of  life,  but  some  of  its  luxuries.  Thus  the  people  are  able  to  care  for  their 
aged  and  sick,  and  such  inhuman  practices  as  the  killing  of  infants  and 
parents  are  unknown.  The  dwellings,  while  consisting  of  tents,  are  commo- 
dious and  comfortable,  and  in  many  instances  are  furnished  with  rugs, 
cushions,  and  carpets  of  great  beauty  and  value. 

As  the  flocks  and  herds  grow  to  great  sizes,  many  persons  are  needed  in 
their  care ;  the  larger  the  household,  the  more  numerous  the  sons  and 
daughters,  the  greater  can  be  the  size  and  number  of  the  flocks  cared  for. 
So  from  Bible  times  down  we  find  the  head  of  the  family,  the  patriarch, 
when  sufficiently  rich,  taking  more  than  one  wife,  and  becoming  the  father 
of  many  children  and  the  master  of  many  servants,  many  of  whom  are  re- 
lated to  him  by  blood.  For  the  same  reason  the  sons  when  married  remain 
by  the  father,  and  thus  a  large  and  related  group  grows  up.  In  some  such 
manner  as  this  the  teacher  can  show  the  children  how  the  geographical  con- 
ditions under  which  a  people  live  determine  in  a  considerable  degree  their 
occupation,  and  their  mode  of  life. 

It  might  be  well  to  illustrate  how  even  the  thought  and  the  form  of  ex- 
pression of  a  people  is  influenced  by  these  same  geographical  conditions. 
Thus,  for  example,  the  expression  in  the  Twenty-third  Psalm :  "He  maketh 
me  to  lie  down  in  green  pastures :  He  leadeth  me  beside  the  still  waters,"  ex- 
presses the  ideal  of  comfort  and  good-living  in  a  Steppe  land,  where  water  is 
often  so  scarce  that  man  and  beast  are  parched  with  thirst,  and  the  grass 
withers  in  the  scorching  sun.    The  phrase 

"  As  rivers  of  water  in  a  dry  place,  as  the  shadow  of  a  great 
rock  in  a  weary  land." — Isaiah  xxxii:2, — 

the  thought  in  a  familiar  hymn,  "A  shelter  in  the  time  of  storm,"  expresses 
the  longing  in  a  country  monotonous  in  its  absence  of  tree  and  rock.  Again, 
the  familiar  phrases,  "The  desert  shall  bloom  as  the  rose,"  and  "The  grass 
withereth  and  the  flower  fadeth,"  according  to  travelers,  present  an  accurate 
description  of  the  Steppes  during  successive  seasons. 

The  following  references  will  be  found  of  value  in  this  connection : 

Miller,   Little  people  of  Asia PP-  1 1 7-^8- 

Herbertson,  Man  and  his  work PP-  22-31. 

Herbertson,   Asia PP-.  7-.ii- 

Norris,  Nadya:  a  tale  of  the  Steppes (Fiction). 

Herbertson,    Europe PP-  48*54- 

Carpenter,  Europe PP-   168-71. 

Life  ill  the  Deserts:  Usually  the  greatest  rainfall  of  a  continent,  and  in 
consequence  the  densest  growth  of  vegetation,  is  found  along  the  coasts.  As 
one  proceeds  toward  the  interior  of  the  great  continent  of  Eurasia,  or  North 
America,  the  rainfall  diminishes,  and  grass  becomes  the  characteristic  vege- 
tation.    (The  Steppe  Region.)     As  the  rainfall,  diminishes  still  further,  the 


12  TEACHERS'    HANDBOOK    OF    GEOGRAPHY. 

land  becomes  more  and  more  arid,  the  grass  less  bountiful,  until  is  passes  at 
last  into  the  true  desert.  An  examination  of  the  maps  on  pages  113  and  114 
of  the  advanced  text  will  show  that  there  is  such  a  rainless  belt  stretching 
across  the  continent  from  China  to  the  Red  Sea.  After  locating  the  desert 
belt,  not  only  in  this  continent,  but  around  the  world,  the  teacher  should  take 
up  the  discussion  of  its  distinctive  characteristics,  bringing  out  its  peculiar 
forms  of  vegetable  growth,  and  how  they  are  adapted  to  the  climate ;  its 
landscapes  made  monotonous  by  the  absence  of  a  variety  of  vegetation,  the 
extraordinary  clearness  of  its  air,  and  the  beauty  of  its  coloring;  the  charac- 
teristic animals  of  the  region  and  their  wonderful  adaptation  to  the  life  they 
are  forced  to  live ;  and  lastly  the  oases  with  their  palms  and  fruit-trees  and 
their  congested  populations. 

Point  out  that  except  on  the  fringe  of  the  desert,  where  the  conditions 
are  simple  (the  Steppe  region),  and  where  the  population  lives  in  rude  vil- 
lages and  pastoral  camps,  and  in  the  larger  oases,  where  agricultural  pursuits 
are  carried  on,  the  life  of  the  people  is  a  truly  nomadic  one,  the  inhabitants 
being  chiefly  engaged  in  camel  and  caravan  driving.  These  people  hold  the 
greatest  contempt  for  a  settled  life,  and  use  their  opportunities  to  the  best 
advantage  for  plunder  and  treachery,  which  is  encouraged  by  the  extreme 
poverty  of  the  people,  and  because  of  the  lack  of  any  effective  governmental 
surveillance. 

It  will  be  well  in  this  connection  to  compare  life  in  the  desert  with  that 
already  considered  in  the  Tundra  region.  They  are  alike  in  the  scarcity  of 
vegetation  and  in  the  lack  of  agricultural  conditions,  but  from  dift'erent 
causes ;  the  desert  has  little  beside  the  date-palm  for  food  and  the  camel  for 
transportation ;  the  Tundra  is  well  watered,  is  covered  in  many  places  with 
reindeer-moss,  and  its  streams  are  full  of  fish,  yet  in  many  respects,  the  in- 
habitant of  the  desert  is  the  more  fortunate,  for  shelter  and  clothing  are  of 
comparatively  little  importance,  and  tlicn,  besides,  his  country  lies  where  he 
can  trade  with  rich  countries  adjacent,  and  this  carrying  trade  becomes  an 
important  source  of  income.  In  brief,  bring  out  that  though  life  in  a  desert 
shows  in  a  marked  way  the  influence  of  geographical  conditions,  yet  it  is  less 
primitive  and  less  isolated  than  that  which  is  developed  in  the  region  of  the 
Tundras. 

Such  descriptions  as  have  been  suggested  in  the  foregoing  notes  will  be  of 
profit  not  only  in  showing  how  in  a  large  way  a  people's  occupation  has  in- 
fluenced its  customs  and  ideals  of  life,  but  it  will  also  serve  to  show  the 
children  clearly  how  it  is  possible  that  such  diversities  in  language,  in 
customs,  and  in  tastes  as  arc  exhibited  in  a  striking  way  among  the  countries 
of  Europe  as  well  as  of  y\sia  have  come  about.  These  discussions  will  afiford 
a  fitting  basis  for  the  consideration  of  the  next  topic  mentioned  in  the  ad- 
vanced text,    "  Peoples  and  Countries  of  Europe,"  ])]>.  ^  17-T20. 

"Pcof>lc.<!  and  Counlrics"  (adv.'uicerj  text,  pp.  i  17-120)  :  The  emphasis  in 
the  treatment  of  this  to])ic  sliould   fall  <n^  the  story  of  the  founding  of  the 


THE    CONTINENT    OF    EURASIA.  1 3 

various  nations  of  Europe, — the  theories  which  have  been  advanced  regard- 
ing their  origin  and  ultimate  division  into  some  twenty  countries,  and  the 
factors  which  account  for  their  diversities  in  language,  standards  of  living, 
and  governments. 

It  should  be  pointed  out  that  there  have  been  people  in  Europe  for  thou- 
sands of  years ;  that  it  is  a  much-disputed  question  as  to  who  the  first  people 
were,  where  they  came  from,  and  where  they  settled,  and  that  scientific  men 
have  evolved  two  theories  to  answer  these  questions.  By  excavating  deep 
into  the  earth,  they  have  found  skeletons  of  men,  together  with  rude  tools 
made  of  stone.  By  comparing  these  evidences  with  others  found  in  different 
parts  of  the  world,  they  have  been  led  to  believe  that  all  the  races  of  Europe 
came  originally  from  one  tribe,  and  that  the  early  home  of  this  tribe  was 
somewhere  in  the  highlands  of  Central  Asia.  They  believe  also  that  the 
offspring  from  this  tribe  migrated  east  and  south,  and  towards  the  west 
into  Europe.  By  comparmg  languages,  they  find  that  certain  words, 
like  fatlicr,  mother,  sister,  brother,  bear  a  very  close  resemblance  in  all  the 
languages.  For  this  reason,  also,  they  believe  that  all  the  races  sprang  from 
one  tribe,  which  they  have  called  the  "Aryan"  tribe,  or  family.  Other  men, 
using  the  very  same  evidence  of  tools,  skeletons,  and  language,  have  come  to  a 
very  different  conclusion  regarding  the  early  home  of  the  race.  They  say 
that  the  ^Mediterranean  Sea  was  once  dry  land,  and  that  Europe,  Asia,  and 
Africa  were  once  one  great  land-mass,  and  that  what  is  now  the  sea  was  then 
the  home  of  these  early  people.  They  think  that  from  this  region  the  race 
spread  to  Africa,  to  Asia,  and  to  Europe.  In  talking  about  these  notions  the 
teacher  must  make  clear  to  the  children  that  they  are  only  more  or  less 
plausible  theories,  and  that  in  reality  no  one  actually  knows.  While  all  this 
is  very  uncertain,  yet  we  do  know  that  about  five  hundred  years  before  Christ 
Europe  was  fairly  well  peopled,  with  the  main  divisions  distributed  in  this 
way :  the  Latin  races  in  the  southern  region,  along  the  Mediterranean ;  the 
Teutons  in  the  north  central  part ;  the  Celts  in  the  extreme  w^estern  part ; 
and  the  Slavs  to  the  northeast.  These  regions  should  be  clearly  defined  and 
expressed  by  the  children  on  outline  maps  of  the  continent.  (Read  to  them, 
also,  pages  10  and  11  of  Carpenter,  Europe.)  At  this  point  it  would  be  well 
to  recall  the  discussion  in  connection  with  the  preceding  topic, — of  how 
occupation,  and  the  conditions  which  determine  occupation,  account  in  a  large 
measure  for  the  differences  among  the  Slavs,  the  Celts,  the  Teutons,  and  the 
Latins — dift'erences  which  as  time  passed  became  more  and  more  accentuated 
because  of  their  greater  isolation.  Thus,  for  example,  the  Alps  long  sepa- 
rated Italy  from  France.  The  Pyrenees  isolated  the  Spanish  peninsula  from 
the  rest  of  Europe.  The  middle  Rhine  valley  was  the  frontier  of  Roman 
power,  and  was  the  boundary-line  between  the  primitive  Frank  and  German 
tribes,  which  developed  into  the  modern  nations  of  France  and  Germany. 
(See  map  XXII  in  the  appendix,  advanced  text.)  The  Rhine  delta  isolated 
and  fostered  the  N'etherlands ;  Great  Britain  was  insular,  and  Scandinavia 
and  Italv  peninsular.     Slavonic  people  occupied  the  central  ])lain  and  de- 


14  TEACHERS'    HANDBOOK    OF    GEOGRAPHY. 

veloped  into  the  Russian  empire.  The  kingdom  of  Austro-Hungary,  became 
a  poHtical  unit  in  the  Danube  valley.  (See  Trotter,  Geography  of  Commerce, 
p.  242.)  Discuss  briefly  how  diversity  of  language  grew  out  of  this  segre- 
gation and  the  partial  isolation  of  these  peoples. 


A   STUDY   OF   THE   KINGDOM    OF   GREAT   BRITAIN   AND   IRELAND. 

Map  Locations  (to  be  taught  first)  :  England,  Scotland,  Wales,  Ireland; 
North  Sea,  English  Channel,  Irish  Sea ;  Thames  River ;  Cheviot  Hills ;  Lon- 
don, Liverpool,  Edinburgh,  Glasgow,  Dublin. 

Lesson  Unit  I:  The  magnitude  of  British  industrial  enterprise  and  the 
causes  for  her  commercial  supremacy. 

READING  LIST: 

Carpenter,  Europe Chaps.   VI,   \'II,    \  III. 

Coe,    Modern    Europe Chaps.   II,  III    (Parts). 

Knox,   Great  Britain  and   Ireland    Chaps.  V,   VII,    XV,    XVIII,     XXII. 

•*George,  Little  journeys  (England  and  Wales) \^f^\  j{;PP;  ^^-iS,    18-24,    38-4-'. 

**George,   Little  journeys    (Scotland   and  Ireland) pp.  8-13. 

Tarr  and  McMurry,  Bk.  Ill pp.  1 74-205. 

*.'\dams,   A   commercial   geography pp.  195-213. 

*Red\vay,    Commercial    geography pp.  295-303. 

*Trotter,  Geography  of  commerce pp.  249-60,    377-79. 

King,    Xorthern    Europe pp.  234-50. 

Stoddard    Lectures     )^'°'-    ^^ PP-   ''3    et   seq. 

btoaaara,  l^ectures     j  Supplementary  vol.   I    ( Parts). 

•Webster,  General  history  of  commerce pp.  446-56. 

Note  of  explanation:  One  asterisk  designates  those  books  adapted  for  teacher's  use  alone;  two 
asterisks,  those  which  can  be  read  by  fourth-grade  children  and  under:  while  the  absence  of  any 
asterisks  signifies  that  the  books  so  classed  can  be  read  by  fifth-  to  eighth-grade  children. 

Suggestions:  After  having  given  the  children,  through  the  reading  and 
discussion  of  the  above  references,  a  conception  of  the  variety  and  magnitude 
of  the  commercial  and  industrial  enterprises  of  Great  Britain,  it  would  be 
well  to  consider  some  of  the  reasons  why  she  has  become  the  foremost  nation 
in  the  world  in  these  respects. 

In  this  connection  bring  out  through  the  extended  discussion  of  the  maps 
and  of  the  children's  reading  that  the  chief  factors  in  British  supremacy  are 
the  following: 

1.  Her  fortunate  location,  being  in  close  proximity  to  the  great  markets  of 
continental  Europe.     (See  map,  advanced  text,  p.  154.) 

2.  Her  separation  from  the  United  States  and  Canada,  the  chief  sources 
of  her  food  supply,  as  w-ell  as  the  best  markets  for  her  manufactures,  by  the 
narrow  part  of  the  Atlantic  Ocean. 

3.  By  having  an  equable  sea  climate,  which  is  favorable  to  all  her  in- 
dustries. 

4.  By  having  vast  and  rich  colonial  possessions  which  exchange  raw 
products  for  the  manufactured  articles  of  the  mother  country.  (For  a  map 
of  these  colonies,  see  Tarr  and  McMurry,  bk.  Ill,  p.  202 ;  also,  advanced  text, 
p.  154.)  Tlirough  exchange  with  her  colonies  alone  Great  Britain  has  in- 
creased her  foreign  trade  to  nearly  double  that  of  any  other  nation.  This 
means  that  many  ships  must  be  employed  ;  hence  the  greatness  of  Britain's 


THE    CONTINENT    OF    EURASIA.  1 5 

carrying  trade.     It  is  said  that  more  than  a  thousand  vessels  enter  British 
ports  daily. 

5.  The  abundance  of  coal  and  iron  ore  in  the  island  in  close  proximity  has 
made  an  enormous  industrial  development  possible.  Why?  This  expansion 
has  been  mainly  in  three  industries — the  manufacture  of  cotton  goods,  of  iron 
and  steel  products,  and  of  woolen  goods.  Why?  (For  a  map  showing  the 
coal-fields  of  the  British  Islands,  see  Tarr  and  McMurry,  bk.  Ill,  p.  184.) 

6.  The  superior  shipping  facilities  of  the  islands  render  transportation 
cheap  and  quick,  thus  facilitating  commercial  expansion.  No  manufacturing 
center  is  more  than  fifty  miles  from  a  port.  This  nearness  to  seaports,  to- 
gether with  an  excellent  system  of  railroads  and  canals,  is  a  large  factor  in 
bringing  about  Britain's  commercial  prosperity. 

It  must  be  made  clear  that  the  mere  enumeration  of  the  above  statements 
as  to  the  causes  which  have  led  to  British  trade  supremacy  is  of  no  value  in 
itself.  There  is  no  doubt  that  there  are  many  other  factors  just  as  important 
intrinsically  as  these.  The  value  lies  in  the  discussion  provoked  while  work- 
ing them  out  and  then  only  if  they  come  naturally  on  the  child's  part  as  a 
conclusion  which  he  has  drawn  after  reflecting  on  the  many  significant  details 
which  it  is  presumed  the  teacher  will  have  first  presented. 

Lesson  Unit  II :  The  English  people  are  a  fused  race,  being  a  people  of 
mixed  Latin  and  Teuton  blood. 

READING  LIST: 
(Caractacus  and  Boadicea). 

Henty,    Beric    the    Briton (Fiction). 

biaisdell.   Stories  from   English   history I'P-  i-i7- 

Church,  Stories  from  English  history PP.  3-51- 

Guerber,    Story   of  the    English pp.  24-26. 

Pratt,  Stories  of  England PP-  5-S2. 

Strickland,   Stories  from  ancient  history PP-  237-46,    300-307. 

Butterworth,   British   Isles l^P-  285-91. 

(Alfred). 

Butterworth,   British   Isles pp.   102-106. 

Arnold,    Stepping-stones    to    literature 3:171-74. 

Baldwin,  Fifty  famous  stories  retold pp.  S-io- 

Church,  Stories  from  English  history pp.  82-92. 

Bosworth,   Alfred  the   Great 

Morris,    Historical    tales:    English....^ pp.  30-44. 

Haaren  and  Poland,  Famous  men  of  the  Middle  Ages.  pp.   135-42. 

Guerber,   Stories  of  the  English pp.  44-53- 

Blaisdell,    Stories    from    English   history pp.  31-37- 

Farmer,  Boy's  book  of  famous  rulers pp.   169-94. 

Gilman.    Magna   Charta   stories pp.   183-92. 

Strickland.    Stories   from    history PP-  67-100. 

Wright,  Children's  stories  in  English  literature 1:57-78. 

*Besant,  The  story  of  King  .'Mfred 

Brooks.  Chivalric  days pp.  98-125. 

Church,  Stories  from  English  history pp.  67-92. 

(William    the    Conqueror). 

Blaisdell,    Stories    from    English   history pp.  47-66. 

Brooks.    Historic    boys    pp.  65-82. 

Haaren  and  Poland,  Famous  men  of  the  Middle  Ages.  pn.   167-72. 

Tappan,   In   the   days   of  William  the   Conqueror (Fiction). 

Guerber,    Stories   of  the    English pp.  73-84. 

Butterworth,   Northern   lands pp.  61-66. 

Church,    Stories   from   English   history pp.  107-35. 

(Beowulf). 

Church,  Heroes  of  chivalry  and  romance pp.  1-60. 

Ragozin,    Siegfried   and   Beowulf pp.  211-330. 

Wright,   Children's  stories  in  English  literature i":20-33. 

(Druids). 

Benedict,   Stories  of  persons  and  places  in  Europe. ...  pp.   107-10. 

Bulfinch,    Age    of    fable pp.  436-44. 

Guerber,  Story  of  the  English pp.   13-17. 


1 6  teachers'  handbook  of  geography. 

Stiggcsfio)is:  The  teacher  can  make  her  presentation  of  this  lesson  in- 
teresting and  effective  by  telling  the  story  of  Caractacus  and  Boadicea,  to 
illustrate  the  coming  of  the  Romans ;  the  story  of  Beowulf  and  of  King 
Alfred,  to  bring  out  the  facts  of  the  coming  of  the  Saxons ;  and  finally  the 
story  of  Harold  and  William  the  Conqueror,  and  the  Battle  of  Hastings,  for 
the  invasion  by  the  Normans. 

As  a  setting  for  the  stories  of  Caractacus  and  Boadicea,  the  purpose  of  the 
Roman  invasion  should  be  brought  out,  how  these  invaders  were  opposed  by 
the  Druids ;  the  attempts  on  the  part  of  the  Romans  to  make  roads  and  forts 
and  to  establish  their  civilization ;  and  lastly  how  quickly  all  results  of  Roman 
occupation  disappeared. 

The  story  of  Beowulf,  if  sympathetically  told  by  the  teacher,  will  give  a 
good  notion  of  the  wild,  savage  life  of  the  Saxons,  and  of  their  ideals  of 
government  and  social  relationships.  Before  telling  the  story  the  teacher 
should  read  the  first  chapter  (vol.  I j  of  Taine's  History  of  English  literature; 
also,  the  first  sixteen  pages  of  Green's  Sliort  history  of  the  English  people. 
The  story  of  King  Alfred  will  serve  to  bring  out  the  better  and  nobler  side 
of  these  rough  people. 

The  story  of  the  conquest  of  the  Saxons  by  William  the  Conqueror  will 
give  the  opportunity  to  point  out  the  origin  of  the  Normans,  their  character, 
ideals,  and  particularly  how  they  differed  in  language  and  customs  from  the 
Saxons,  and  how  the  fusion  of  Celts,  Saxons,  and  Normans  after  a  long 
period  of  turbulence  accounts  in  the  main  for  the  fact  that  the  English  race 
is  by  no  means  a  pure  one,  but  originally  made  up  of  widely  varied  stock. 

The  eft'ect  of  the  Conquest  in  enriching  the  English  language  should  be 
noted.  The  Norman  conquerors  naturally  came  to  comprise  the  aristoc- 
racy, while  upon  the  conquered  Saxons  devolved  the  work  of  tilling  the 
fields,  tending  the  herds,  and  ministering  as  servants  to  their  masters.  In 
consequence,  it  was  natural  that  all  words  relating  to  architecture;  to  dress, 
and  to  the  arts  and  trades  which  contributed  to  the  easy  life  of  the  Norman 
ladies ;  to  all  matters  having  to  do  with  war,  with  hunting,  and  with  cooking; 
to  legal  forms  and  to  government;  to  the  vices,  luxuries,  customs,  and  lives 
of  the  upper  classes,  should  be  French  in  their  origin.  On  the  other  hand, 
those  words  having  to  do  with  manual  occupations,  with  agriculture,  with 
stockraising,  and  with  the  duties  usually  performed  by  servants  arc  of  Ger- 
manic origin.  The  teacher  should  select  words  illustrating  these  points. 
(See  "T'oreign  words  in  English  speech,"  Brander  .Matthews,  in  Harper, 
107:  476-479.  j  For  example,  "hog"  is  Germanic,  while  "pork"  is  Norman- 
French.  The  Saxon  servant  tending  the  animal  applied  t<»  it  the  former 
term ;  when  it  appeared  on  the  table  before  the  Norman  knights  and  ladies  it 
was  no  longer  "hog,"  but  "pork."  So  with  "oxen"  and  "beef"  and  with  many 
other  words.  In  numerous  instances  either  the  Saxon  or  the  Norman  term 
forced  its  rival  from  the  language;  so  that  many  have  not  survived,  but  yet, 
in  still  other  instances,  both  terms  have  come  dow  n  to  us.  The  result  of  this 
fusion  was  greatly  to  increase  the  power  of  our  language  to  express  varying 


THE    CONTIXEXT    OF     EURASIA.  1 7 

shades  of  thought  and  feeHng.     It  is  said  that  next  to  the  Greek  language  it 
has  made  the  EngUsh  the  most  splendid  poetic  language  of  the  world. 

Lesson  Unit  III:   The  government  of  Great  Britain. 

READING  LIST: 

Carpenter,     Europe pp.  76-84. 

Stoddard,   Lectures,  vol.   IX (Parts). 

**George,  Little  journeys   (Scotland  and  Ireland) pp.  28-30. 

King,   Northern   Europe pp.  114-18,   149-55. 

Knox,  Great  Britain  and  Ireland Chaps.    XXVIII,    XXIX. 

Coe,    Modern    Europe pp.  36-37. 

Tarr  and  McMurry,  Bk.   Ill pp.  205-306. 

Suggestions:  Draw  from  the  above  references  the  characteristic  features 
cf  a  limited  monarchy, — i.  e.  a  government  in  which  the  ruler  is  hereditary, 
and  yet  can  rule  only  as  the  constitution  and  laws  prescribe.  Compare  the 
British  Parliament  with  our  Congress  with  respect  to  the  manner  of  creating 
membership,  terms  of  office,  qualifications  required  of  members,  duties  and 
privileges,  and  particularly  with  respect  to  the  control  exercised  over  their 
respective  executives. 

Bring  out  the  thought  that  historically  the  idea  of  a  limited  monarchy 
grew  out  of  the  desire  to  place  the  king  under  restraint  in  order  to  check 
any  tendency  to  ill-considered  and  arbitrary  action,  and  that  much  of  the 
history  of  England  is  but  the  story  of  the  struggle  between  the  king  and  his 
people  which  such  an  ambitious  design  precipitated.  The  first  step  was  taken 
when  the  people  quarreled  with  King  John  (13th  century)  over  taxation, 
and  forced  the  Magna  Charta  from  him  as  a  concession  to  their  strength. 
(Relate  to  the  children  the  details  of  this  episode.)  The  growing  desire  for 
a  representative  system  did  not  receive  legal  recognition,  however,  for  nearly 
a  century,  when  the  so-called  model  Parliament  was  called  by  Edward  I 
( 1295) .  Emphasize  the  thought  that  the  present  liberal  and  effective  govern- 
ment of  England  is  the  result  of  centuries  of  growth,  and  that  the  struggle  to 
secure  it  has  made  of  the  English  people  a  race  which  is  sturdy,  independent, 
and  self-reliant  even  to  aggressiveness  in  its  thinking  and  acting. 

Lesson  Unit  IV:  The  picturesque  and  historical  features  for  which  the 
islands  are  famous. 

READING  LIST: 

Carpenter,  Europe Chaps.  V,    VIII. 

**George,    Little   journeys    (Scotland    and   Ireland) pp.   13-18. 

King,   Northern   Europe (Parts). 

Companion   Series,   By  land   and  sea PP-  C-ii. 

Crosland,  Stories  of  the  City  of  London ( Parts) . 

Coe,    Modern    Europe Chaps.   II,   III,   IV   (Parts). 

Abbott,    Rollo    in    London pp.  80-97. 

Knox,  Great  Britain  and  Ireland pp.  448-55. 

Irving,   Sketch  book (Parts). 

**Pratt,  Stories  of  England pp.  67-227    (Parts). 

Shaw,    Castle    Blair (A  story  of  Irish  life). 

Stoddard,     Lectures     \l°^-    P'-': ;  •  V %.lf^'^  ^^  ^^'^- 

1  Supnlementary  vol.   i    1  Parts). 

** Wade,  Our  little  Irish  cousin 

Suggestions:  If  the  children  have  read  Scott's  Lady  of  the  lake  or  any  of 
the  poems  by  Burns,  give  considerable  time  to  the  references  to  Scottish 


1 8  teachers'  handbook  of  geography. 

scenery  and  to  the  homes  of  Burns  and  Scott.  Besides  this,  read  and  talk 
about  such  historical  structures  as  St.  Paul's  Cathedral,  London  Tower,  and 
Westminster  Abbey.  Procure  pictures  wherever  possible  to  illustrate  your 
lesson.  Stoddard's  Lectures  (vol.  IX)  will  be  found  very  helpful  in  this  con- 
nection. 


A   STUDY    OF    THE    GERMAN    EMPIRE. 

Map  Locations  (to  be  taught  first)  :  Rhine,  Elbe,  Oder,  Vistula,  Danube; 
Berlin,  Hamburg,  Dresden. 

Lesson  Unit  I:    Bismarck,  and  his  great  work  in  unifying  Germany. 

READING  LIST: 

Butterworth,    Northern   lands pp.  80-83. 

Browne,   Chats  about  Germany pp.  53-60. 

Knox,   Northern    Europe pp.  252-54,    304-305. 

*Bismarck  and  the  founding  of  the  German  Empire. ...  Atlantic — 82:411-24. 

'Bismarck    Century — 56 ■.&2yT^^. 

*Bismarck,   the  man  and   statesman Harper — 98:321-28. 

*A  visit  to  Bismarck Century — 67:664-70. 

*Bismarck  as  a  national  type Atlantic — 82:560. 

Stoddard,   Lectures,   vol.   VI pp.  7-1 12    (Parts). 

Parmele,  A  short  history  of  Germany ( Parts). 

Suggestions:  In  your  discussion  of  this  topic  compare  the  German,  states 
prior  to  Bismarck's  time  with  the  American  colonies  under  the  Articles. of 
Confederation,  bringing  out  the  thought  that  with  both  there  were  rivalries, 
jealousies,  and  constant  bickering.  It  was  particularly  marked  at  the  time 
William  I  became  king  of  Prussia  (1861).  He  chose  Bismarck  as  his 
chancellor.  IJismarck's  policy  was  twofold — to  weld  the  German  states  into 
a  nation,  and  to  place  the  Prussian  king  at  its  head.  Show  how  he  worked 
out  his  problem,  by  ( i )  creating  a  great  fighting-machine  out  of  the  Prussian 
army,  which  he  employed  to  break  the  power  of  Austria,  Prussia's  strongest 
rival  for  supremacy;  and  (2)  inaugurating  a  wave  of  national  patriotism 
through  the  triumph  of  his  armies  in  the  Franco-Prussian  war  (1870-1871  ). 
Point  out  that  at  its  termination  (1871),  amid  unparalleled  enthusiasm, 
William  of  Prussia  was  given  the  title  of  ( lennan  l^niperor,  and  the 
unification  was  complete. 

Discuss  the  interesting  details  of  Bismarck's  life, — how  as  a  student  he 
was  riotous  and  loved  the  fight;  how  he  was  possessed  of  keen  insight  into 
human  nature;  how  he  had  an  indomitable  will,  which  never  weakened  in  the 
face  of  opposition;  how  indifferent  he  was  to  ])opular  opinion;  and  how 
strong  his  love  was  for  his  country  and  for  liis  king.  Discuss  his  policy  of 
"blood  and  iron"  and  the  tragic  grandeur  of  his  career.  Collect  stories  from 
the  references  given  above  to  illustrate  these  characteristic  traits  of  the  man. 

Lesson  Unit  IJ:  CKTmany's  remarkable  industrial  exjiaiision  since  she 
became  a  nation. 


THE    CONTINENT    OF    EURASIA.  1 9 

READING  LIST: 

*Trotter,  Geography  of  commerce pp.  280-87,   277-79- 

Carpenter,   Lurope pp.   186-215,  22^-;^^. 

Herbertson,    Europe pp.  59-64. 

Browne,   Chats  about  Germany pp.  9-34. 

Tarr  and  JNicMurry,   Bk.   Ill pp.  277-78,  281-97. 

Knox,  IS  orthern  Europe pp.  1 53-62. 

Butterworth,    Northern   lands pp.  15-276  (Parts). 

Butterworth,  Around  the  world pp.   193-202. 

*Gernian  manufactures Chaut. — 27:137-41. 

Stoddard,   Lectures,  vol.  VI pp.  7-112   (Parts). 

*  Adams,  Commercial   geography pp.  214-27. 

*Industrial    advance    of    Germany No.   Am. — 166:54-65. 

*The  economic  power  of  Germany Chaut. — 26 : 1 58-62. 

*Made  in  Germany Chaut. — 35  :  127-33. 

The  great  gun  king Cosmop.— 33  :358. 

Visit  to  Herr  Krupp Outlook— 70  ■.222-2-j. 

Pyle,  Otto  of  the  silver  hand.^._^ (Fiction). 

*Dawson,  German  life  in  town  and  country (Parts). 

*Bigelow,  The  children  of  the  nations pp.   1 1 1-26. 

*\V'ebster,   General  history  of  commerce pp.  457-68. 

Suggestions:  Through  the  collateral  reading  cited  above  seek  first  to  give 
the  children  some  notion  of  the  extent  of  Germany's  industrial  activity.  To 
emphasize  her  commercial  greatness  discuss  the  following  facts : 

That  Germany  has  mountains  rich  in  silver,  lead,  zinc,  copper  and  tin. 

That  it  has  more  than  a  thousand  mines  of  iron,  and  rich  coal-fields  near 
them.     (Discuss  the  value  of  this  proximity  of  coal  and  iron.) 

That  it  has  more  than  seven  hundred  factories  which  make  machinery 
alone.  One  of  these  covers  more  than  a  thousand  acres  (Krupp  works)  ; 
another  has  built  more  than  four  thousand  railroad  locomotives ;  and  another 
employs  more  than  forty  thousand  men. 

That  it  contains  enormous  beds  of  rock  salt,  one  of  which  has  been  worked 
for  fifty  years  and  is  not  yet  exhausted. 

That  she  produces  through  her  beet  industry  one  fourth  of  the  world's 
output  of  sugar. 

That  she  has  over  four  thousand  ocean  vessels  engaged  in  the  carrying 
trade,  with  a  net  tonnage  of  more  than  two  million  tons. 

That  four  million  acres  are  sown  to  wheat,  eight  millions  to  potatoes,  and 
fourteen  millions  to  rye,  the  latter  being  the  staple  breadstufi:  of  the  masses. 

That  Leipzig  alone  has  five  hundred  booksellers,  and  one  thousand  printing- 
offices,  the  latter  making  more  than  sixty  million  books  every  year. 

The  teacher  should  work  out  some  of  the  most  obvious  causes  which  have 
led  to  such  great  industrial  expansion  on  the  part  of  Germany.  In  working 
out  these  causes  she  will  not  only  pass  in  review  most  of  the  facts  which  the 
authors  have  mentioned  in  the  texts,  but  she  will  thereby  avoid  resorting  to 
what  would  otherwise  be  little  more  than  a  memory-cram  of  facts  which  are 
largely  unrelated  and  unorganized  as  therein  given. 

In  discussing  the  causes  for  this  rapid  development  of  Germany  the 
teacher  should  have  the  class  turn  to  maps  XIV  and  XV  (appendix,  ad- 
vanced text),  and  observe  that  no  other  country  is  in  such  close  touch  with 
so  many  great  commercial  nations  as  Germany.  Have  them  note  that  she 
touches  Russia  to  the  east,  Austria-Hungary  and  Switzerland  to  the  south, 
France,  Belgium,  and  the  N^etherlands  to  the  west,  and  Denmark  to  the  north. 
Ask  them  to  measure  the  distance  between  the  ports  of  Germany  and  those  of 


20  teachers'    handbook    of    GEOGR.APHY. 

the  east  coast  of  England,  and  estimate  the  time  it  will  take  to  reach  the 
British  markets  (about  a  day's  journey).  Thus  it  will  be  seen  that  Germany's 
central  location  is  a  most  fortunate  one.  This  matter  of  position  is  one  of  the 
most  important  as  well  as  one  of  the  most  obvious  causes  of  Germany's  pros- 
perity. 

Another  important  factor  in  this  matter  is  Germany's  system  of  internal 
transportation.  The  maps  already  referred  to  can  be  made  to  answer,  though 
they  do  not  show  clearly  some  of  the  points  which  we  wish  to  consider.  Note 
first  that  Germany  has  navigable  rivers  flowing  into  the  North  Sea  and  the 
Baltic  to  the  north,  and  into  the  Black  Sea  to  the  south.  By  a  close  inspection 
of  the  maps  it  will  be  seen  that  the  head-waters  of  these  rivers  and  their 
tributaries  are  tied  together  by  an  elaborate  system  of  canals.  (The  map, 
p.  127,  advanced  text,  shows  the  canals  more  clearly.)  Note  further  that 
this  waterway  S5'stem  of  Germany  is  also  connected  with  a  similar  system  in 
France,  Belgium,  and  the  Netherlands,  making  it  possible,  for  example,  for 
freight  on  the  Vistula  to  be  carried  by  internal  waterways  to  Paris,  Antwerp, 
and  Rotterdam.  Again,  observe  that  the  Danube  River  is  connected  by  canal 
(Ludwig  Canal)  with  the  Rhine  River,  thus  affording  a  direct  water-route 
passing  through  Germany  between  the  Black,  the  Caspian,  the  East,  and  the 
North  Sea.  (The  benefit  of  a  great  body  of  transcontinental  freight  passing 
through  a  country  should  be  dwelt  upon  here.)  Similarly  Germany  is  in 
direct  contact  with  the  Mediterranean  Sea  by  a  canal  which  connects  -the 
Rhone  River  and  the  Rhine.  The  Kaiser  Wilhelm  ship  canal,  between  the 
North  and  the  Baltic  seas,  cutting  off  two  days'  travel,  and  which  has  served 
greatly  to  stimulate  traffic  between  the  northern  ports,  should  also  be  noted 
and  discussed.  In  talking  about  the  significance  of  this  elaborate  system  of 
internal  waterways  bring  ovit  the  fact  that  transport  by  water  is  the  cheapest 
way  to  ship  goods,  as  no  roads  have  to  be  built.  On  the  other  hand,  it  is 
much  slower  than  by  railroad,  and  cannot  be  used  for  freight  of  a  perishable 
nature.  It  is  said  that  iron  and  steel  is  carried  from  the  various  foundries  in 
the  Ruhr  Valley  to  the  sea,  a  distance  of  some  two  hundred  miles,  by  this 
means,  for  from  eighty  to  ninety  cents  per  ton.  This  is  but  little  more  than 
the  average  rate  per  ton-mile  in  the  United  States.  Point  out  how  such  a 
system  of  cheap  transportation  will  greatly  stimulate  industrial  enterprises. 

Besides  the  rivers,  with  their  connecting  canals,  it  should  be  noted  that 
Germany  is  covered  with  a  network  of  railroads  which  in  importance  and 
perfection  of  organization  is  excelled  only  in  the  United  States.  (See  map 
XV,  appendix,  advanced  text.)  These  systems  of  land  and  water  transporta- 
tion are  so  admirably  organized  and  controlled  that  the  one  supplements 
instead  of  competes  with  the  other,  for  the  waterways  are  utilized  by  slow  and 
heavy  freights,  while  passengers  and  perishable  freights  are  handled  by  the 
railroads.  Ninety  per  cent  of  these  .systems  arc  owned  by  the  German  Gov- 
ernment, which  accounts  in  a  large  measure  for  the  cheapness  of  the  rates. 
Discuss  how  such  excellent  transportation  facilities,  together  with  low  rates 
of  transportation,  have  served  to  stimulate  industrial  enterprises.    Largely  as 


THE    CONTINENT    OF    EURASIA.  21 

a  result  of  such  an  excellent  system  of  internal  communication,  the  industrial 
life  has  been  so  stimulated  and  unified  as  to  make  Germany,  in  the  language 
of  Trotter,  in  his  Geography  of  Commerce  (p.  285),  "One  vast  workshop." 

Another  factor  in  this  industrial  expansion  which  cannot  be  overlooked,  for 
in  reality  it  conditions  all  the  others,  is  the  character  of  the  people  themselves. 
As  Carpenter,  in  his  Geographical  reader  (Europe,  p.  190),  very  aptly  says, 
"But  something  more  than  fertile  soil,  rich  mines,  and  network  of  railroads, 
good  seaports,  and  navigable  rivers  is  needed  to  make  a  country  great  in 
manufacture  and  commerce ;  it  is  necessary  to  have  thrifty  people  with  a 
turn  for  trade."  As  a  matter  of  fact,  the  Germans  as  a  people  combine  all 
those  qualities  of  perseverance,  frugality,  thoroughness  in  detail,  and  shrewd- 
ness in  driving  bargains  which  characterize  the  good  trader. 

At  this  point  have  the  children  read  the  references  cited  which  bring  out 
forcibly  these  traits  of  the  Germans,  and  also  the  part  which  the  nation  plays 
in  the  commerce  of  the  world. 

Their  foresight  and  thrift  as  well  as  progressiveness  is  shown  in  the  en- 
couragement bestowed  by  the  state  on  the  higher  commercial  and  technical 
education  of  the  people.  In  1884  it  is  reported  that  the  total  attendance  at 
the  German  polytechnic  schools  was  under  two  thousand.  In  1896,  in  one  of 
ihe  schools  alone  there  were  in  attendance  more  than  three  thousand  students. 
The  superior  knowledge  and  technical  skill  thus  gained  have  been  no  small 
factors  in  putting  Germany  m  the  industrial  position  which  she  now  occupies. 
Under  such  trade  stimulus  Germany  is  fast  becoming  a  nation  of  colonies.  It 
has  colonies  in  Africa  and  China,  and  owns  besides  many  islands  in  the 
Pacific.  Its  merchants  have  established  business  houses  in  all  parts  of  the 
world,  and  in  the  colonies  of  other  nations  as  w^ell  as  in  their  own.  This 
means  that  Germany  is  destined  to  play  a  constantly  increasing  part  in  the 
domain  of  world  commerce. 

Point  out  in  conclusion  how  remarkable  all  this  is  in  view  of  the  fact  that 
previous  to  1871  Germany  consisted  of  some  twenty-six  independent  duchies 
which  were  frequently  at  war  with  each  other. 

Lesson  Unit  III :    The  Rhine :    As  a  trade  route  and  in  song  and  story. 

READI.\G  LIST: 

*The    Rhine    country Chaut.— 26 :467-74. 

*Down    the    Rhine Century— 61 :2o6- 17,    682-85,   819-31. 

*A  trip  down  the  Rhine Chaut.— 35  :254-7o. 

The  Rhine  Stoddard    Lectures,    vol.    \'  I  L 

Carpenter,    Europe PP-  234-48. 

Youth's    Companion   series.    Northern    Kurope pp.   104-08. 

Herbertson,    Europe pp.  68-74   (Parts). 

Butterworth,   Northern   lands pp.   133-34.    142-52,    154-57.    161  6|. 

221-43. 

Bro'.vne,   Chats  about  Germany pp.  67-127. 

Coe,    Europe pp.   167-86. 

Tarr  &  McMurry,  Bk.  Ill pp.  297-300. 

**.\ndre\vs.  Seven  little  sisters pp.  85-97- 

Neally,   To  Nuremberg  and  back (Parts). 

Knox,   Northern    Europe pn.   164-72,    iSjyo. 

Abbott,  Rollo  on  the  Rhine (Parts). 

** Wade,  Our  little  German  cousin 

Guerber,   Legends  of  the  Rhine (Parts). 

Ragozin,    Siegfried (The    story). 

Stoddard,   Lectures,  vol.   \'II pp.  5   et   secj. 


22  TEACHERS     HANDBOOK    OF    GEOGR.APHY. 

Siiggcstio)is:  Germany  is  widely  celebrated  for  the  beauty  of  the  scenery 
of  the  River  Rhine,  for  the  castles,  for  the  quaint  villages,  and  for  the  pic- 
turesque cathedrals  which  line  its  banks.  It  would  be  both  interesting  and 
profitable  to  spend  some  time  reading  and  talking  about  trips  which  travelers 
have  taken  on  it.  First  require  the  children  to  trace  out  the  river  on  a  map, 
noting  that  it  rises  high  up  in  the  Alps,  that  it  has  cut  its  way  through  the 
hills  of  the  south  German  plateau,  and  that  on  its  lower  course  it  has  deposited 
a  broad  flood  plain  which  constitutes  one  of  the  most  fertile  agricultural 
regions  in  all  Europe.  Review  what  has  already  been  presented  regarding 
the  importance  of  the  Rhine  as  a  trade  route. 

Having  done  this,  procure  as  many  of  the  references  cited  as  possible,  or- 
ganize the  material  which  they  contain,  and  either  tell  the  children  the  story, 
read  to  them,  or  permit  them  to  read  for  themselves.  The  teacher  should, 
in  addition  to  showing  the  children  the  pictures  given  in  these  references, 
collect  a  scrap-book  of  magazine  pictures  illustrating  in  greater  variety  scenes 
along  the  river. 

In  addition,  if  time  permits,  relate  the  interesting  details  of  the  famous 
legends  of  the  Rhine — legends  which  in  some  form  have  found  their  way 
into  the  great  operas  and  writings  of  the  world.  Among  the  most  famous  are 
the  following:  The  Lorelei,  Siegfried  and  the  Dragon,  the  legend  of  the 
Maus  Tower  at  Bingen,  and  the  Bells  of  the  Rhine.  In  this  connection  it 
would  be  interesting  and  profitable  to  discuss  the  life  and  work  of  Richard 
Wagner,  and  particularly  the  use  which  he  made  of  some  of  these  legends  in 
his  great  operas. 


A    STUDY    OF    THE    KINGDOM    OF    THE    NETHERLANDS. 

Map  Locations  (to  be  taught  first)  :    The  Netherlands,  Holland;  Amster- 
dam, The  Hague,  Baltic  Sea,  North  Sea ;  Rhine  River,  Zuyder  Zee. 

Lesson  Unit  I:    The  country:    Its  people  and  their  occupations. 

I<i:.\DIXG  LIST: 

*Adams,  Commercial   geography pp.  250-57. 

"Trotter,  Geography  of  commerce pp.  274-79. 

Carpenter,    Kurope pp.  133-56. 

Youth's  Companion    series,    Northern    Europe i>p.   18-38. 

Companion  series,   By  land  and  sea pp.   12-15. 

Knox,   Northern    Europe Chaps.    1-VIII    (Parts). 

"Shaw,   Big  people  ana  little  people  of  other  lands....  pp.  83-91. 

Knox,  Siam  and  Java pp.  326-29,  377-86,  425-28. 

Coc,    Modern    Europe pp.   133-54. 

•floagh,  Dutch  life  in  town  and  country Chaps.   I-III,  \'l,  \'JII,  .\XI. 

Benedict,  Stories  of  persons  and  places  in  Europe pp.  183-206. 

Johonnot,    Ten    great    events    in    history pp.  145-65. 

I)odge,   llans   Brinkcr (Fiction). 

Dodge,  Land  of  pluck (Stories). 

"Chance,  Little  folks  of  many  lands pp.  .^7-52. 

"Chamberlain,   How  we  are  clothed pp.  21-24. 

•Bigclow,  The  children  of  the  nations pp.   153-83. 

•'George,   Little  journeys    (Holland,   Belgium   and   Den- 
mark)    (Parts). 

Stoddard,  l.ectures,  vol.  VII pp.  173  et  seq. 

•Webster,  General  history  of  commerce pp.  475-77. 


THE    COXTIXEXT    OF    EURASIA,  23 

Suggestions:  Turn  to  the  map  on  page  127  of  the  advanced  text.  Observe 
from  the  shading  that  much  of  the  Netherlands  is  below  the  sea-level,  while 
only  a  small  part  of  it,  in  the  extreme  east,  reaches  an  elevation  of  one  thou- 
sand feet.  With  the  references  cited  above  as  a  basis,  discuss  the  methods  by 
which  the  land  has  been  reclaimed.  In  this  connection  talk  about  the  latest 
enterprise,  which  is  to  build  a  dike  across  the  entrance  to  the  Zuyder  Zee, 
pump  out  the  water,  and  thus  transform  it  into  a  fertile  plain.  (See  ]\IcClure, 
21:  648-658;  Pop.  Sci.  AIo..  60:  551-555;  Nature,  65:  275-277.)  Estimate 
how  much  the  tillable  country  would  be  increased  in  area  by  this  undertaking. 
Observe  that  the  Rhine  is  the  chief  river  of  the  region.  Point  out  that  in 
reality  much  of  the  area  of  the  Netherlands  is  a  delta  composed  of  the  soil 
washed  down  and  deposited  by  this  river.  As  the  Netherlands  has  an 
abundant  rainfall  and  a  temperate  climate,  the  conditions  are  suitable  for 
agricultural  pursuits.  Bring  out  in  your  discussion  of  the  references  that 
dairying  and  agriculture  are  the  chief  occupations  of  the  people ;  that  in  fact 
the  Netherlands  exports  to  England  such  quantities  of  the  products  of  the 
dairy  that  she  has  been  frequently  called  "The  Dairy  Farm  of  Great  Britain." 

Bring  out  next  the  commercial  importance  of  the  Netherlands,  her  fortu- 
nate situation,  the  extent  and  richness  of  her  colonial  possessions  (see  '"Study 
of  the  East  Indies,"  p.  82),  and  that  her  chief  revenue  lies  in  the  import  and 
export  trade  of  these  colonies.  Bring  out  the  excellence  of  her  system  of 
internal  transportation,  and  the  value  of  her  forwarding  trade  wnth  Germany, 
Switzerland,  and  other  interior  countries  of  Europe,  which  arises  from  the 
fact  that  the  lower  portions  of  the  Rhine,  the  Meuse,  and  the  Scheldt,  flow 
through  Holland.  Show  how  all  these  have  been  factors  in  giving  Holland 
her  great  commerce,  which  in  point  of  value  is  out  of  all  proportion  to 
her  size. 


A    STUDY    OF    THE    KINGDOM    OF    DENMARK. 

Map  Locations   (to  be  taught  first)  :     North  Sea,  Baltic,  Wilhelm  Ship 
Canal ;  Copenhagen ;  Norway,  Sweden,  Germany. 

Lesson  Unit  I :    The  people  and  industries  of  Denmark. 

READING   LIST: 
**George,    Little   journeys    (Denmark) (Parts).  ^ 

Carpenter,  i:,urope pp.   156-63. 

Coe,    Modern    Europe pp.  119-3^. 

Butterworth,   Northern   lands pp.  277-87. 

Knox,    Northern    Europe '. pp.  399-448. 

Benedict,    Stories  of  persons  and  places   in    Europe. ...  pp.  85-100. 
*Brochner,   Danish   life  in  town  and  country (Parts). 

Herbertson,   Europe pp.   1-26    (Parts). 

King,   Northern   Europe pp.  297-301. 

*Webster,    General    history   of    commerce p.  484. 

*Trotter,  Geography  of  commerce pp.  307-308. 

*Adams,   Commercial   geography pp.  264-67. 

Suggestions:     Point  out  that  in  many  respects  Denmark  is  similar  to  the 
Netherlands.    It  is  a  low  country,  though  not  below  the  sea-level ;  it  is  part  of 


24  teachers'  handbook  of  geography. 

the  great  low  plain  of  North  Europe ;  its  principal  industries  are  likewise 
dairying  and  agriculture,  and  its  climate  is  very  similar  to  that  of  the  Nether- 
lands. \\'ork  these  points  out  by  reference  to  maps.  (See  advanced  text, 
P-  127.) 

Bring  out.  however,  that  in  many  other  important  particulars  the  country 
differs  from  the  Netherlands.  Its  people  are  more  closely  allied  to  the  Nor- 
wegians than  they  are  to  the  Dutch,  for  they  speak  virtually  the  same  tongue. 
Then,  the  land  as  a  whole  is  not  so  fertile,  for  there  are  regions  consisting 
largely  of  bogs,  sandy  flats,  and  heather-covered  plains.  Hence  it  lacks  the 
natural  advantages  which  the  Netherlands  enjoy.  Neither  is  Denmark  so 
fortunately  situated  for  participation  in  the  forwarding  trade  of  the  world. 
In  this  connection  compare  her  colonial  possessions  with  those  of  the  Nether- 
lands, noting  that  they  are  limited  to  Greenland.  Iceland,  and  the  small 
islands  of  St.  Croix,  St.  Thomas,  and  St.  John,  in  the  West  Indies,  which  are 
relatively  unproductive  and  unimportant.  In  comparison  with  the  depend- 
encies of  the  Netherlands,  they  are  of  little  commercial  value. 


A    STUDY    OF    THE    KINGDOM    OF    NORWAY    AND    SWEDEN. 

Map  Locations  (to  be  taught  first)  :  Baltic,  North  Sea,  Atlantic,  Arctic, 
Skagerrack ;  Kiolen  Mountains ;  Christiania,  Stockholm ;  Norway,  Sweden. 

Lesson  Unit  I:  Once  the  home  of  the  Vikings,  a  vanished  race  of  sea 
fighters. 

READING   LIST: 

Lonsfellow,   Skeleton  in  armor (Poem). 

**.\ndrews,  Ten  boys Wulf  tlie  Saxon   boy. 

*Kenyon,    Scandinavia Hulletin  No.V,  S.F.  State  Norm.  Series. 

Du  Chaillu,    Land  of  tlie  long  night Chap.   XXX. 

Davis,  -Norway  nights  and  Russian  days pp.  45-52. 

liall,  VikinR  tales (Parts). 

Ragozin,    Frithjof,    Viking  of   Norway (A  story). 

Griffis,   The   romance   of   discovery pp.  28-44. 

•"George,  Little  journeys  (Norway  and  Sweden) (Parts). 

.Stoddard,  Lectures,  vol.  I pp.  9  et  seq. 

"Webster,  General  hi.story  of  commerce pp.  483-84. 

"Trotter,  Geography  of  commerce pp.  305-307. 

"Adams,    Commercial    geography pii.  258-64. 

Du  Chaillu,    Ivan   the    N'iking (I'iction). 

P.allantyne,  Erling  the  bold (  I'iction). 

Suggestions:  In  your  discussion  of  this  topic  try  to  give  the  children  a 
realization  of  the  character  and  hardihood  of  the  Vikings.  Talk  about  their 
rowboats  and  weapons,  about  how  they  coasted  along  the  shores  of  the 
lialtic  and  North  Seas,  how  they  forced  a  setlUimiit  in  I'lance  which  came 
to  be  called  Normandy,  and  from  winch,  at  a  later  time,  came  the  Normans 
who  under  William  the  Con(|ueror  defeated  Harold  at  Hastings,  thereby 
establi.shing  themselves  in  l-Jigland  ;  how  other  bands  pushed  out  to  the  west, 
reaching  Iceland,  fireenL-ind,  and  the  niiiiii  land  of  North  America  before 
the  time  of  Columbus.  Correlate  this  part  of  the  discussion  with  the  history 
stories  the  children  no  doubt  will  have  had  at  some  previous  time. 


THE    CONTINENT    OF     EURASIA.  25 

Lesson  Unit  II :    The  climate  and  physical  features  of  Scandinavia. 

READING  LIST: 

Coe,  ]\Iodern  Europe pp.  92-94,    107-iiJ,    118. 

Johonnot,    Ueographical    reader pp.   175,   190-97,  401-407. 

Carpenter,  Europe pp.   1 64-66. 

Ballou,  Footprints  of  travel pp.  235-36,  260,   265-66,   342. 

Tarr  and  McAlurry,  Bk.  Ill p.  257. 

**Pratt,   Northern   Europe pp.  73-77,    80-84. 

Youth's  Companion  series,   The  wide  world pp.  8S-95. 

Companion   series,    By  land   and   sea pp.  53-59. 

Herbertson,    Europe pp.  1-29. 

*Kenyon,   Scandinavia, Bulletin  No. V,  S.F.   State  Norm.   Series. 

Stoddard,    Lectures,    vol.    I pp.  9   et  seq. 

Suggestions:  The  best  way  to  bring  out  the  characteristics  of  the  Scan- 
dinavian scenery  will  be  through  an  examination  of  any  good  map  of  the 
peninsula  followed  by  a  reading  of  the  references  which  best  bring  out  these 
features. 

In  discussing  the  climate  point  out  that  the  winters  on  the  Norwegian 
side  of  the  peninsula  are  much  milder ;  the  fiords,  though  in  the  most  north- 
erly parts,  are  open  all  winter. 

Take  up  a  discussion  of  the  reasons  for  the  relatively  mild  climate  of  this 
legion,  but  do  not  make  the  mistake  of  explaining  it  on  the  basis  of  a  branch 
of  the  Gulf  Stream  sweeping  up  the  coast.  Meteorologists  are  now  insisting' 
that  the  popular  conception  of  the  Gulf  Stream  as  it  applies  to  Norway  is 
erroneous,  and  that  in  reality  the  Gulf  Stream  at  this  point  is  nothing  more 
than  a  great  ocean  drift,  and  that  the  mild  temperature  of  Western  Europe 
is  due  rather  to  the  prevailing  ocean  winds,  and  that  in  fact  any  region  whose 
winds  are  universally  from  the  sea  will  have  its  climate  perceptibly  tempered. 
(The  teacher  will  find  this  discussed  in  the  following:  Scribner's,  vol.  XXI, 
"The  Gulf  Stream"  ;  Bulletin  American  Geographical  Society,  July,  1901, 
"Certain  Persistent  Errors  in  Geography.") 

Lesson  Unit  III:    The  character  of  the  people:  their  life  and  occupations. 

READING  LIST: 

Ingersoll,    The    book    of    the    ocean pp.  231-48   (I'arts). 

**George,  Little  journeys   (Norway  and  Sweden) (Parts). 

Martineau,   Feats  on   the   fjord (Fiction). 

Ballou,   Footprints  of  travel pp.  240-4T.   245-46.   255-56,   27073. 

*Kenyon,    Scandinavia Bulletin  No. V,  S.P".  State  Norm.   Series. 

Coe,    Modern    Europe pp.  93-101,    11 5- 16. 

Carnenter,    Europe pp.   1 78-80,    182-84. 

Johonnot,    Geographical    reader pp.  193-97,  401-407. 

Butterworth,  Northern  lands Chap.   XVT    (Parts). 

Youth's  Companion  series.  Northern  Europe pp.  11-17. 

**  Wade.  Our  little  Norwegian  cousin (  farts). 

Benedict,   Stories  of  persons  and  places  in   Europe. ..  .pp.  61-84. 

Du  Chaillu,   Land  of  the  long  night (Parts). 

King,    Northern    Europe pp.  269-96. 

Knox,   Northern    Europe pp.  448-506. 

Boyesen.    Modern    Vikings (Parts). 

State  series.   Fourth  reader pp.  53-63. 

Stoddard.    Lectures,   vol.    I pp.  9  et  seq. 

Boyesen,  Norseland  tales 

Boyesen,  Boyhood  in  Norway 

Suggestions:  In  regard  to  the  character  of  the  people  and  their  industries, 
it  should  be  pointed  out  that  the  long  winters  and  the  roughness  of  the 
country  preclude  any  farming  of  importance,  so  that  the  people  of  the  north 


26  teachers'  handbook   of   geography. 

liave  no  choice  but  to  take  to  fishing  and  hving  on  reindeer,  but  that  in  the 
south,  particularly  in  Sweden,  there  is  considerable  good  farming  land, 
though  it  is  not  great  enough  in  area  to  give  all  the  breadstufif  which  the 
inhabitants  need.  It  should  be  pointed  out,  too,  that  dairying  is  a  very  im- 
portant industry  in  this  region ;  Sweden  exports  millions  of  pounds  of  butter 
yearly  to  Great  Britain ;  timber,  fishing,  and  the  mining  of  iron  ore,  it  should 
be  mentioned,  ai"e  very  important  industries,  and  give  employment  to  many 
thousands  of  men.  In  one  fishing  center  alone — the  Lofoden  Islands — there 
are  forty  thousand  men  and  seven  thousand  vessels  engaged,  in  the  month 
of  March,  in  catching  and  curing  cod  and  herring. 


A  STUDY  OF  THE  COUNTRIES  OF  THE  DANUBE. 

(AUSTRIA-HUNGARY    AND    THE    MINOR    BALKANS.) 

Map  Locations  (to  be  taught  first)  :  Austria-Hungary.  Roumania,  Servia, 
Tyrol.  Montenegro,  Bulgaria;  Danube;  Menna,  Belgrade;  Alps,  Carpathian. 
Mountains. 

Lcsso-n  Unit  I:  The  great  diversity  of  the  inhabitants  and  the  character- 
istic products  of  the  region. 

READING  LIST: 

Carpenter,    Europe pp.   171-72.  273-80,  293-309. 

Coe,    Modern    Europe pp.  357-59- 

*Palmer,  Austro-Hungarian  life  in  town  and  country. .  Chaps.   I,  IV,   VII,  XII. 

Cole,  The  gipsy  road (Parts). 

Knox,  Central   Europe pp.  432-532. 

Benedict,  Stories  of  persons  and  places  in  Europe pp.  252-75. 

Youth's  Companion  series.  Under  sunny  skies "...pp.  123-31. 

Herbertson,    Europe pp.  112-42,    142-164. 

Stoddard,    Lectures,    vol.    VI pp.  115-224    (Parts). 

*Webster,   General  history  of  commerce pp.  478-80. 

*Trotter,  Geography  of  commerce pp.  294-98. 

*Adams,  Commercial  geography ^ pp.  277-87. 

Suggestions:  Review  the  history  of  these  states  treated  in  the  "Study  of 
European  and  Asiatic  Turkey,"  p.  43. 

As  these  countries  are  almost  entirely  comprised  in  the  Danube  Valley, 
and  as  they  have  many  characteristics  in  common,  they  may  as  well  be  con- 
sidered together. 

Owing  to  the  fact  that  the  region  of  the  Danube  has  been  for  centuries  the 
seat  of  invasion  and  counter-invasion  by  races  from  Asia  as  well  as  from 
Europe,  more  languages  are  spoken  to-day  among  the  nations  of  the  Balkan 
Peninsula  and  the  Danube  \''alley  than  in  any  other  region  of  similar  area  in 
the  world. 

All  the  races  of  Eurcjpe  and  some  of  Asia  arc  represented  here.  There  are 
Jews,  Turks,  Greeks,  Slavs,  Armenians,  Germans,  Latins,  and  peoples  closely 
related  to  the  Mongolians  in  considerable  numbers:  in  «inly  three  provinces 
of  Austria  is  one  language  (C'.crman)  generally  spf)ken.  In  Hungary  there 
are  many  villages  where  as  many  as  three  distinct  languages  are  in  general 


THE    CONTINENT    OF    EURASIA.  27 

use.  It  is  said  that  in  Austria  there  are  thousands  of  schools  in  which  the 
Czech  tongue  is  taught,  and  other  thousands  where  the  language  of  the 
Slavs  is  spoken.  Point  out  also  that  there  is  as  great  a  dissimilarity  in  re- 
ligion, in  ideals  of  government,  in  customs,  in  standards  of  living,  as  there 
is  in  language,  and  that  in  consequence  the  people  are  jealous  and  suspicious 
of  each  other,  making  it  an  exceedingly  difficult  matter  to  bring  these  people 
under  a  common  rule.  The  mountainous  character  of  the  country,  and  the 
isolation  which  its  valleys  give,  has  so  accentuated  these  racial  differences 
that  it  is  a  surprise  that  such  people  with  little  in  common  save  political 
antagonism  can  be  held  together  under  the  same  rule.  The  explanation  of 
the  fact  that  Austria-Hungary,  a  great  area,  near  in  size  to  Russia,  is 
under  one  rule,  however,  lies  in  the  fact  that  the  basin  of  the  Danube  is  a 
great  food-producing  country,  and  also  that  it  has  long  been  the  natural  trade 
route  between  Asia  and  the  countries  of  the  North  Sea.  These  character- 
istics have  given  the  countries  of  Austria  and  Hungary  a  certain  amount  of 
commercial  unity  which  has  served  in  a  measure  to  overcome  the  antago- 
nisms engendered  through  race  hatred. 

Amplifv  somewhat  the  two  thoughts  suggested  in  the  last  paragraph, — 
3.  e.  that  the  Danube  basin  is  a  great  food-producing  region,  and  that  it  is 
the  natural  trade  route  between  Asia  and  the  North  Sea  countries. 

In  connection  with  the  second  point,  that  the  Danube  has  been  for  centuries 
the  natural  overland  trade  route  between  Asia  and  the  North  Sea,  review  the 
discussion  the  class  has  already  had  regarding  the  canal  connection  between 
the  Danube  and  the  waters  flowing  into  the  North  Sea.  (See  "Study  of  the 
German  Empire,"  p.  18.) 

Bring  out  in  your  discussion  of  the  references  cited  the  following  facts : — 

That  no  other  region  of  Europe  has  such  a  mixture  of  races  as  the  Danube 
Valley. 

That,  by  means  of  canals,  freight  can  be  carried  entirely  by  water  from  the 
Danube  to  the  North  Sea. 

That  it  was  the  great  trade  route  between  Europe  and  Asia  during  the 
Middle  Ages. 

That  the  rich  valley  of  the  Danube  is  largely  a  food-producing  region,  in 
which  wheat  is  the  chief  product. 

That  those  portions  of  Austria-Hungary  lying  outside  the  Danube  Valley 
contain  large  mineral  deposits. 


A  STUDY  OF  THE  REPUBLIC  OF  SWITZERLAND. 

Map  Locations   (to  be  taught  first):     Alps;  Bern.  Zurich,   Geneva;   St. 
Gotthard  Pass. 


Lesson  Unit  I :    The  scenerv  of  Switzerland. 


28  teachers'    handbook    of    GEOGR.APHY. 

READING  LIST: 

Carpenter.    Europe pp.  249-60. 

Herbertson,    Europe pp.  94-109. 

Coe,    Modern    Europe pp.  225-49. 

Stockton,  Personally  conducted pp.  119-37. 

Youth's  Companion  series.  Northern  Europe pp.  78-94   (Parts). 

**Shaw.    IJig  people  and   little  people  of  other  lands....  pp.  77-82. 

Headley,   ^lountain  adventures pp.  1-145.   (Parts). 

**George,    Little  journeys    (France  and   Switzerland) ....  (Parts). 

Stoddard,   Lectures,  vol.   I pp.  121   et  seq. 

Suggestions:  It  will  be  impossible  to  give  the  children  any  adequate 
notion  of  the  grandeur  of  Alpine  scenery,  except  through  the  generous  use 
of  interesting  and  detailed  description.  Adventures  which  mountain-climbers 
have  experienced,  and  pictures  which  in  any  way  show  the  magnificence  of 
the  glaciers,  the  mountains,  and  the  valleys  of  Switzerland  .should  be  em- 
ployed. The  efifort  which  the  teacher  expends  in  collecting  materials  of  this 
sort  \vill  be  amply  repaid  by  the  interest  which  it  will  arouse. 

Lesson  Unit  II:  The  history  and  chief  characteristics  of  the  Swiss  people 
together  with  their  government. 

READING  LIST: 

Carpenter,    P.;urope pp.  260-71 . 

Knox,   Central    Europe pp.  276-82. 

Coe,    Modern    Europe pp.  236-38. 

Youth's  Companion  series,  Northern  Europe pp.  95-103. 

Knox,  Central   Europe Chaps.  XV,  XVI   (Parts). 

*Story,  Swiss  life  in  town  and  country Chaps.   I.   II,   III,  IV,   X,  XIII. 

**Bouvet,  Bernardo  and  Laurette (A    story). 

Morris,  Historical  tales:  German pp.   145-57,    165-70. 

•* ,  Konrad,  the  little   Swiss  boy (A  story). 

Stoddard,    Lectures,    vol.    I pp.   121    et   seq. 

*'Wade,  Our  little   Swiss  cousin 

Haaren  and  Poland,  Famous  men  of  the  Middle  Ages.. pp.  226-32. 

Suggestiojis:  In  your  discussion  of  these  references  bring  out  the  follow- 
ing facts : — 

That  Switzerland  is  the  oldest  republic  now  in  existence. 

That  the  country  consists  of  twenty-five  cantons,  or  districts. 

That  each  canton  is  a  state  with  its  own  government  and  constitution,  and 
having  a  representation  in  a  national  congress. 

That  every  citizen  has  a  vote. 

That  two  important  and  unusual  rights  exist, — the  Referendum,  by  which 
the  people  can  have  proposed  law^s  submitted  to  a  general  vote  of  the  country, 
and  the  Right  of  Initiative,  by  which  a  group  of  citizens  may  at  any  time 
propose  new  measures  and  submit  them  to  a  general  vote. 

Compare  the  Swiss  form  of  government  with  our  own  in  these  respects. 
Next  bring  out  something  of  the  history  of  the  struggle  which  these  people 
have  experienced  in  preserving  their  liberty  and  independence  as  a  nation. 
Relate  in  this  conncctir)n  the  story  of  William  Tell — not  as  a  true  story,  but 
one  which  will  illustrate  the  character  of  the  people.  Tell  also  of  the  famous 
battle  of  Morgarten,  wherein  thirteen  hundred  mountaineers  overwhelmed 
ten  times  their  number — the  flower  of  the  Austrian  army — and  established 
their  independence.  Tell  the  story  of  the  Lion  of  Jiuccrnc.  This  statue, 
carved  by  the  famous  Icelander,  Thorwaldscn,  commemorates  the  great 
bravery  oi  the  .Swiss  people. 


THE    CONTINENT    OF     EURASIA.  29 

Lesson  Unit  III:  The  industries  of  Switzerland  and  her  commercial 
position. 

RKAUING  LIST: 

Carpenter,    Europe pp.  260-71    (Parts). 

Companion  series,   Bv  land  and  sea pp.  42-46. 

Knox,  Central  Europe Chaps.  XVII,    XVIII,   XX. 

*Story,  Swiss  life  in  town  and  country Chaps.   II,  VII,  VIII,  IX. 

**George,   Little  journeys   (France  and   Switzerland) ....  (Parts). 

Stoduard,  Lectures,  vol.   I.. pp.   iji   et  seq. 

Frith,  The  romance  of  engineering pp.  289  et  seq. 

*Webster,   General   history  of  commerce p.  483. 

*Adams,    Commercial    geography pp.  268-76. 

*Trotter,   Geography  of  commerce pp.  288-89. 

Suggestions:  From  the  map  on  page  127  of  the  advanced  text  note  that 
Switzerland  has  on  her  borders  the  great  trading  nations  of  Germany,  Aus- 
tria. Italy,  and  France,  with  which  she  is  in  excellent  communication  by 
good  wagon-roads  over  the  Alpine  passes,  and  also  by  an  unsurpassed  system 
of  railroads.  The  railroad  mileage  in  Switzerland,  in  proportion  to  area,  is 
greater  than  in  any  other  country  in  Europe,  Belgium  excepted.  The  rates 
are  also  very  cheap.  A  ticket  costing  $10.50  entitles  one  to  travel  over  the 
railroads  and  lake  steamers  as  much  as  he  wishes  to  for  thirty  days.  (Adams, 
Commercial  Geography,  p.  2/T,.)  The  cheapness  of  the  rates,  and  the  ex- 
cellence of  the  railroads,  together  with  the  many  scenic  attractions  which 
Switzerland  affords,  have  built  up  a  very  large  and  lucrative  tourist  trade.  It 
is  said  that  more  than  a  million  travelers  visit  Switzerland  annually,  and  that 
in  1898  they  left  thirty-eight  millions  of  dollars  in  the  country.  Indeed,  the 
foreign  tourist  has  come  to  be  one  of  the  chief  sources  of  income  to  the 
people  of  Switzerland.  However,  because  nearly  all  the  supplies  which  the 
country  sells  the  tourist  are  imported,  not  all  of  the  money  which  is  received 
is  kept. 

As  regards  the  industries  of  the  country,  point  out  that  on  account  of  its 
mountainous  character  Switzerland  is  not  an  agricultural  country,  although 
the  climate  and  rainfall  are  suitable.  ]\Iost  of  its  breadstuff  is  therefore  im- 
ported. Cattle-raising  and  dairying  are  the  distinctive  Alpine  industries. 
It  will  be  interesting  to  bring  out  in  this  connection  how  cattle  follow  the 
snow-line  as  it  recedes  in  the  sinnmer.  "As  the  snow  melts  in  the  spring, 
tens  of  thousands  of  cows  are  driven  to  the  highlands  to  feed  there  until  the 
frost  compels  them  to  return  to  their  winter  provender  of  hay ;  the  herder 
milks  the  cows  and  makes  cheese  and  butter,  cheese  being  the  principal  out- 
put. About  once  a  fortnight  supplies  are  taken  to  the  herders,  and  the  cheese 
and  butter  are  carried  down  to  the  markets  while  the  farmers  in  the  plain 
are  making  hay  for  winter  fodder."  (Adams,  Commercial  Geography, 
p.  270.)  Bring  out  as  a  summary  that,  with  the  exception  of  dairy  products, 
Switzerland  imports  most  of  her  food ;  that  over  a  third  of  the  people  are 
engaged  in  manufacturing  articles  which  require  skillful  handwork:  and 
that  each  industrial  center  has  its  special  line  of  manufacture  in  which  it 
excels. 


30  teachers'  handbook  of   geography. 

A    STUDY    OF    THE    KINGDOM    OF    BELGIUM. 

Map  Locations  (to  be  taught  first):  Netherlands,  Germany,  France; 
English  Channel,  North  Sea.;  Brussels,  Ghent,  Antwerp. 

Lesson  Unit  I :  Belgium's  occupations  and  place  in  foreign  trade  and  com- 
merce. 

READING  LIST: 

Companion  series,  By  land  and  sea pp.  16-21. 

Carpenter,    Europe    PP-   125-33. 

Youth's  Companion  series,  Northern  Europe pp.  39-45- 

Coe,   Northern    Europe pp.   154-67. 

*Boulger,   15elgian  life  in  town  and  country Chaps.   I,    \'I,    X'll,    \'lll,   Xl.\,    X.\I. 

Butterworth,  Around  the  world pp.  222-33. 

Butterworth,  In  Europe pp.  205-25. 

Benedict,  Stories  of  persons  and  places  in  Europe pp.  207-23. 

**Eggleston,    Strange  stories  from  history pp.  88-98. 

Johonnot,   Stories  of  other  lands pp.  87-95. 

**George,   Little  journeys    (Holland,    Belgium   and   Den- 
mark)  ( Parts) . 

Stoddard,  Lectures,  vol.  VII pj).   113  et  seq. 

*Webster,  General  history  of  commerce pp.  477-78. 

**La  kame,  The  dog  of  Flanders 

Suggestions:  Have  the  children  turn  to  the  map  on  page  131  of  the  ad- 
vanced text,  locate  Belgium,  and  estimate  its  area  in  square  miles.  Turn 
to  the  table  on  page  157  and  see  how  nearly  correct  the  estimates  are.  Com- 
pare its  true  area  with  the  area  of  California  (about  i  to  14)  ;  compare  its 
population  with  that  of  California  (about  four  times  as  great)  ;  tell  the  chil- 
dren that  it  is  about  the  most  thickly  populated  region  of  equal  area  in  the 
world,  having  an  average  density  of  five  hundred  and  eighty-eight  people  to 
the  square  mile.  Have  the  children  estimate  a  square  mile  in  the  neighbor- 
hood of  their  school,  and  think  how  thickly  settled  it  would  be  with  nearly 
six  hundred  jx^ople  living  on  it.  Read  to  them  chapter  XIV  of  Carpenter's 
Europe  (pp.  216-221).  Discuss  the  reasons  why  Belgium  with  such  a  small 
area  can  support  such  a  large  population.  From  the  references  just  cited, 
the  children  will  see  that  it  is  partly  because  the  land  is  so  fertile,  but  largely 
because  the  people  are  so  thrifty,  skillful,  and  industrious.  Although  the 
references  thus  given  emphasize  Belgium's  agricultural  activity,  bring  out 
the  fact  that  the  country  is  primarily  a  mining  and  manufacturing  one,  and 
that  in  reality  agriculture  is  a  subordinate  industry.  Examine  the  map  on 
page  131  of  the  advanced  text  again;  note  that  while  much  of  its  area  is  a 
low  plain,  yet  toward  the  south  and  east  it  is  crossed  by  a  belt  of  highlands 
extending  from  Germany  to  France.  This  is  a  region  of  coal-fields  and  iron 
deposits  which  have  given  rise  to  a  great  variety  of  manufactures.  Firearms 
arc  manufactured  in  one  of  the  cities,  steel  and  machinery  construction  are 
carried  on  in  several  others,  and  cutlery  on  a  large  scale  in  yet  other  places. 
Further  towards  the  coast  there  are  great  factories  employing  vast  numbers 
of  pcoj)le,  anrl  manufacturing  linen,  woolen,  and  cotton  goods,  beautiful  laces, 
and  a  great  variety  oi  \)(>{\vr\\  jjorcelain,  and  glassware.  .So  great  are  these 
jjidustries,  that  tluTc  arc  more  tlian  one  niilli<in  of  ])CfipU"  ciiiploving  tlic  hes-x 


THE    CONTINENT    OF    EURASIA.  31 

machinery  turning  out  manufactured  products,  which  for  the  most  part  are 
destined  for  export.  (Adams,  Commercial  Geography,  p.  245.)  Discuss  the 
causes  which  have  made  the  Belgians  a  manufacturing  people,  bringing  out 
such  most  obvious  ones — that  she  occupies  a  most  fortunate  position  in  the 
markets  of  the  world ;  that  she  has  a  great  number  of  skilled  laborers  who 
work  for  low  wages,  and  that  she  has  rich  mines  of  coal  and  iron ;  and  that, 
besides,  she  has  been  a  manufacturing  people  ever  since  the  Middle  Ages. 
The  excellence  of  her  transportation  system,  canals,  and  railways  has  also 
been  an  important  factor  in  her  commercial  and  industrial  development. 

It  should  be  noted  besides  that  Belgium  for  her  size  has  taken  an  important 
place  in  foreign  trade  and  commerce.  Several  circumstances  have  favored 
her  growth  in  this  regard.  In  the  first  place,  while  political  feuds  culminat- 
ing in  the  Franco-Prussian  war  were  undermining  French  influence  in 
Europe,  Belgium  was  attracting  much  trade  to  Antwerp  by  liberal  tarififs ; 
great  public  works,  such  as  deepening  the  Scheldt,  building  numerous  canals, 
and  developing  a  splendid  system  of  railroads,  were  inaugurated.  Then,  too, 
the  opening  of  the  St.  Gotthard  railroad  tunnel  tended  to  give  Belgium  the 
transportation  of  large  quantities  of  freight  of  her  own  factories  and  from 
foreign  countries  destined  for  the  Orient  by  way  of  Italy.  (Webster,  History 
of  Commerce.)  Again,  owing  to  her  fortunate  situation  between  great  com- 
mercial nations  she  has  built  up  a  big  forwarding  business.  Thus  in  1898 
seventy-six  million  dollars'  worth  of  merchandise  passed  through  the  country 
on  its  way  to  Germany,  Switzerland,  and  other  continental  countries,  and 
sixty-five  millions  of  dollars'  worth  passed  out,  going  to  Great  Britain  and 
the  United  States.  Point  out  also  in  this  connection  that  the  Belgian  ruler 
is  the  sovereign  of  the  Kongo  State  in  Africa,  having  been  chosen  as  ruler 
by  the  European  powers,  and  that  the  development  of  this  region  will  mate- 
rially enhance  the  value  and  importance  of  Belgium's  foreign  trade. 


A  STUDY  OF  THE  REPUBLIC  OF  FRANCE. 

Map  Locations  (to  be  taught  first)  :  Belgium,  Germany,  Switzerland, 
Italy,  Spain  :  English  Channel,  Bay  of  Biscay,  North  Sea,  Mediterranean ; 
Paris.  Marseilles,  Lyons ;  Pyrenees  ^Mountains,  xAlps ;  Seine,  Loire,  Garonne, 
Rhone. 

Lesson  Unit  I :    Occupations  and  life  of  the  French  people. 

READING  LIST: 

*Adams,  Commercial   geography pp.  228-41 . 

*Trotter,   Geography  of  commerce FP-  261-68. 

Carpenter,     Europe pp.  85-106,     185.     186. 

Companion  series.   By  land  and  sea pp.  22-26. 

**Miln.  Little  folks  of  many  lands pp.   1T2-37. 

Knox,   Central    Europe Chajis.   I-.XIV    (Parts). 

Coe,    Modern    Europe pp.  249-66,    266-78. 

Butterworth,    In    Europe. . '. pp.  226-303. 

Knox.  Southern  Europe pp.  443-92. 

Brooks,  Boy  of  the  first  empire (Fiction). 

**Chamberlain,  How  we  are  clothed pp.  .''5-98 


32  teachers'  handbook  of   geography. 

*Lynch,  French  life  in  town  and  country (Parts). 

Laurie,   Schoolboy  days   in   France (^Fiction). 

**George,   Little  journeys   (France  and   Switzerland) ....  (Parts). 

Stoddard,   Lectures,  vol.  V pp.   s   et  seq.,   i_'7   et  seq. 

*\\'ebster,    General    history   of   commerce pp.  469-72. 

Suggestions:  Bring  out  in  discussion  of  these  references  that  France  is 
both  a  farming  and  a  manufacturing  country,  and  that  the  people  of  the 
country  are  pretty  equally  divided  between  the  two  lines  of  industry.  Turn 
to  the  map  on  page  131  of  the  advanced  text  and  note  that  a  line  drawn  diago- 
nally across  France  from  its  extreme  southwestern  point  in  a  northeasterly 
direction  to  a  point  where  Belgium  intersects  France  divides  the  country 
physiographically  into  two  distinct  areas.  That  to  the  west  consists  of  roll- 
ing plains  less  than  six  hundred  feet  above  the  sea-level.  Tell  the  children 
that  this  constitutes  the  great  farming  area  of  France.  Point  out  that  in  this 
region  there  are  as  many  farms  as  there  are  in  the  whole  United  States,  though 
France  is  smaller  than  the  single  State  of  Texas,  but  that  the  farms  are  very 
much  smaller,  averaging  about  fifteen  acres  each.  (Adams,  Commercial 
Geography,  p.  201.)  ]Mention  that  the  farms  in  Great  Britain  are  all  in  the 
hands  of  some  twenty  thousand  men,  for  the  most  part  men  belonging  to  the 
nobility,  while  the  farms  in  F^rance,  about  twice  the  area  of  Great  Britain 
(see  advanced  text,  p.  128),  are  owned  by  a  million  proprietors,  many  of 
them  belonging  to  the  peasantry.  (Carpenter,  Europe,  p.  88.)  An  interest- 
ing contrast  between  methods  of  farming  is  also  to  be  noted  in  connection 
with  the  fact  that  the  French  farmer  does  not  live  on  his  farm,  but  in  villages, 
from  which  he  goes  out  early  in  the  morning,  and  to  which  he  returns  in  the 
evening  after  his  day's  work  is  done.  Emphasize  the  fact  that  though  these 
farms  produce  a  great  variety  and  abundance  of  agricultural  products,  such 
«s  sugar-beets,  potatoes,  and  grain,  wheat  is  the  most  important.  Indeed, 
France  produces  more  of  this  grain  than  any  other  nation  in  the  world,  with 
the  exception  of  the  United  States  and  Russia.  (Chisholm,  Europe,  p.  404.) 
Flowever,  as  the  peasants  eat  wheat  bread  instead  of  rye  bread,  as  do  the 
Germans.  France  is  unable  to  produce  enough  of  the  grain  for  home  con- 
sumjjtion,  and  is  forced,  therefore,  to  import  from  the  United  States  and 
Russia  some  thirty-three  million  bushels  yearly. 

The  region  east  of  the  diagonal  line  across  the  country  is  the  highland 
regifjn  of  I'rance.  Bring  out  from  the  references  already  cited  that  this 
region  contains  both  coal  and  iron,  though  in  less  quantities  than  either  Great 
Britain  or  fJcrmany ;  that  as  a  result  of  the  ])roximity  of  the  two,  numerous 
iron  anrl  steel  works  have  been  developed  ;  tliat  the  foot-hills  of  the  region 
furnish  i)asturage  for  thriusands  of  cattle,  shee]),  and  horses;  and  that  the 
valleys  and  footliills  of  the  central  and  sriuthern  ]iart  constitute  one  of  the 
greatest  vvinc-producing  regions  in  the  world.  Ilu-  Rhone  Valley,  lying  to 
the  south  and  east  of  the  diagonal  line  already  suggested,  is  the  seat  of  another 
very  im|)ortant  industry, — i.  e.  sericulture.  Point  out  (hat  this  industry  is 
limited  to  this  region,  largely  because  the  nuill)crry-tree,  the  leaves  of  which 
constitute  the  food  of  the  silkworm,  grows  best  in  lliis  valle\-.     In  connection 


THE    CONTINENT    OF     EURASIA.  33 

with  these  last  two  industries,  point  out  that  about  fifteen  years  ago  French 
vineyards  were  subjected  to  a  very  serious  epidemic,  phylloxera,  which 
greatly  reduced  her  output,  but  by  grafting  upon  stock  imported  from 
America  she  has  now  overcome  this  terrible  pest.  Her  production  of  wine 
has  again  reached  its  normal  level,  in  1900  nearly  two  billion  gallons  being 
produced.  Point  out  also  that  wdiile  France  once  controlled  the  silk  markets 
of  the  world,  in  recent  years,  owing  to  the  competition  of  the  United  States, 
Great  Britain,  and  Germany  in  its  manufacture,  and  also  to  a  destructive 
disease  of  the  silkworm,  the  industry  in  France  has  greatly  declined. 
(Adams,  Commercial  Geography,  p.  228.)  In  discussing  this  last  industry, 
bring  out  the  extent  to  which  the  French  people  are  engaged  in  textile  manu- 
facture, among  the  most  important  manufactures  after  silk  being  the 
manufacture  of  cotton,  woolen,  and  linen  goods.  In  these  industries,  which 
require  good  taste,  creative  skill,  and  manual  dexterity,  France  takes  first 
place  among  the  nations  of  the  world.  In  textile  manufactures  more  than 
one  million  people  and  upwards  of  one  hundred  thousand  looms  are  em- 
ployed.    (Redway,  Commercial  Geography,  p.  323.) 

As  a  summary  and  review  of  what  has  already  been  presented  and  as  a 
preparation  for  what  is  to  follow,  have  the  children  shade  in  an  outline  map 
of  France,  showing  the  following  regions : — 

1.  Highland  region. 

2.  Agricultural  region. 

3.  Wheat  and  grain  region. 

4.  Region  of  coal  and  iron. 

5.  Grape-growing  region. 

6.  Silk-producing  region. 

7.  Region  of  textile  manufactures  (evenly 

distributed  over  the  entire  country). 

Lesson   Unit  II:     France's  place  in  international  commerce. 

READING  LIST: 

*Adams,   Commercial  geography pp.  228-41. 

*Webster,  General  history  of  commerce pp.  469-72. 

*Trotter,   Geography  of  Commerce pp.  261-68. 

Suggestions:  On  this  point  there  is  little  or  no  reading  which  the  teacher 
can  place  in  the  hands  of  the  children.  The  most  she  can  do  is  to  talk  wnth 
them  on  the  topic.  About  the  time  of  the  Franco-Prussian  war  (1870-1871 — 
Tell  the  children  the  result  of  the  war  as  regards  French  territory)  France 
ranked  second  among  the  great  nations  of  the  world,  but  now  she  has  ceased 
to  be  a  really  great  competitor  in  the  world  of  trade,  being  surpassed  by  the 
United  States,  by  Germany,  and  by  Great  Britain.  (Webster,  History  of 
Commerce,  p.  470.)  This  change  from  the  second  to  the  fourth  place  is  due 
partly  to  the  fact  that  her  competitors  have  developed  commercially  at  a 
much  more  rapid  rate  than  has  France,  and,  as  has  already  been  brought  out, 


34  TEACHERS     HANDBOOK     OF    GEOGRAPHY. 

partly  because  she  has  in  her  industries  put  her  attention  on  (|uality  rather 
than  on  quantity. 

Having  given  the  children  in  some  such  manner  a  conception  of  what 
France  stands  for  in  the  commercial  and  industrial  world,  it  will  now  be  well 
for  the  teacher  to  work  out  for  the  children  a  few  of  the  most  obvious  causes 
which  have  put  her  in  the  place  she  occupies  in  the  race  for  commercial 
supremacy : — 

( a  )  Her  admirable  situation  for  commercial  activity  should  first  of  all  be 
noted.  Turn  to  map  XV  (appendix,  advanced  text)  ;  observe  that  the  English 
Channel  lies  along  its  northern  border,  across  which  British  ports  can  be 
reached  in  a  few  hours ;  that  her  proximity  to  the  North  Sea  gives  her  access 
to  all  the  ports  of  Northern  Europe :  that  as  the  Atlantic  Ocean  washes  her 
shores  to  the  west,  her  trade  routes  to  South  American  and  African  ports 
are  shorter  than  those  of  England.  Germany,  or  the  Netherlands  (map 
p.  154)  ;  and  that  as  more  than  one  half  of  her  southern  country  lies  on  the 
Mediterranean,  she  has  unexcelled  facilities  for  trade  with  Northern  Africa 
and  the  East.  (Map.  p.  154.  advanced  text. )  These  points  should  be  brought 
to  the  attention  of  the  children  of  the  upper  grades,  and  their  bearing  on 
France's  position  among  the  leading  nations  of  Europe  discussed. 

(b)  The  excellence  of  a  country's  means  of  internal  transportation  has 
very  much  to  do  with  that  country's  industrial  development.  The  best  map 
from  which  to  work  out  this  point  is  the  one  on  page  131  of  the  advanced  text. 

Compare  France  with  Germany  in  this  respect,  noting  that  while  France's 
system  of  internal  waterways  is  by  no  means  the  equal  of  Germany's,  still  it 
is  an  excellent  one,  for  she  has  one  hundred  rivers  which  are  more  or  less 
navigable,  and  in  connection  w-ith  them  a  complete  system  of  canals  which 
join  those  of  Germany,  Belgium,  and  the  Netherlands.  Note  particularly 
one  of  the  most  important  of  these  canals,  the  one  joining  the  Rhone  and  the 
Rhine.  In  conseciuence  of  this  connection,  freight  from  the  Mediterranean 
can  be  floated  through  both  France  and  Germany  to  the  i)orts  of  the  North 
.Sea ;  canals  also,  it  should  be  noted,  connect  the  Rhine  with  the  Loire  and 
the  Seine.  .Another  important  canal  is  the  one  which  connects  the  Medi- 
teranean  with  the  Tlaronnc  and  the  Bay  of  Bisca\'.  This  canal  saves  a  voyage 
of  two  thousand  miles  around  the  Spanish  Peninsula.  Besides  these  water- 
ways, it  can  be  seen  from  map  XY  (appendix,  advanced  text )  that  France  has 
an  excellent  railway  system.  In  this  connection  discuss  the  value  of  the 
railroad  tunnel  through  the  .Alps,  mar  Mt.  Cenis.  wliicli  cimnects  France 
with  the  rich  Italian  valley  oi  the  Po. 

(c)  'i'he  climate  and  physical  features  of  l-"rance  have  a  great  bearing  in 
flctermining  the  occupation  of  the  people. 

Review  the  structural  features  of  France  already  presented.  Discuss  the 
effect  on  the  climate  and  rainfall  of  the  arrangement  of  mountains.  The 
point  here  is,  that  since  the  mountains  are  all  on  the  eastern  border  of  the 


THE    COXTIXENT    OF     EURASIA.  35 

country,  there  is  no  obstacle  which  prevents  the  free  passage  across  France 
of  the  warm  moisture-laden  winds  from  the  Atlantic,  which  prevail  for  the 
most  part.  This  arrangement  insures  an  abundance  of  moisture  for  agri- 
cultural purposes  for  those  regions  which  are  tillable.  In  regard  to  the 
temperature  of  the  country,  turn  to  maps  V,  X,  and  XIV  in  the  appendix  of 
the  advanced  text  and,  by  an  examination  of  the  isothermal  lines,  note  that 
Paris  is  in  about  the  same  latitude  as  Newfoundland ;  compare  the  tempera- 
ture of  the  two  places ;  compare  Paris  with  Boston,  which  is  far  to  the  south ; 
note  that  the  temperature  of  Paris  is  about  that  of  San  Francisco,  which  is 
several  degrees  south.  In  a  similar  way  compare  the  temperature  of  the 
British  Islands  and  of  Germany  with  the  points  already  mentioned.  The  con- 
clusion is  of  course  that  the  temperature  of  these  regions  of  Western  Europe 
is  much  milder  and  more  equable  than  that  in  the  same  latitudes  in  North 
America.  Discuss  the  effect  on  occupations.  Also  take  up  at  this  point 
enough  physical  geography  to  explain  the  difference. 

(d)  The  French  policy  of  steadily  expanding  her  colonial  territory  bids 
fair  to  increase  materially  the  importance  of  France's  foreign  trade. 

Point  out  that  France,  particularly  after  the  Franco-German  war.  began 
seeking  to  retrieve  her  territorial  losses  by  adopting  a  policy  of  colonial  ex- 
pansion. Since  that  time  she  has  steadily,  through  exploration  and  conquest 
been  adding  to  her  foreign  possessions.  She  has  lost  her  influential  position 
in  Egypt,  but  Algeria  has  been  better  developed  and  Tunis  placed  under  her 
protectorate.  She  has  extended  materially  her  rights  in  Indo-China  and  re- 
established certain  ancient  claims  in  Madagascar.  In  a  period  of  sixteen 
years  (  1882-1898)  she  added  in  Asia  and  Africa  alone  over  one  million 
square  miles  of  territory  and  thirty-two  millions  of  people.  Her  total  colonial 
possessions  embrace  about  four  and  one-half  million  square  miles  and  fifty- 
six  millions  of  people.  (Webster,  History  of  Commerce,  p.  471.)  In  spite, 
however,  of  the  extent  of  this  enormous  domain,  France  has  not  yet  profited 
greatly  by  it.  Though  parts  of  the  territory  are  rich  in  native  resources, 
much  of  the  region  has  not  yet  been  developed.  In  its  possibilities,  however, 
it  gives  promise  of  future  trade  development  which  will  prove  of  great  value 
to  the  mother  country.  From  the  map  on  page  154  of  the  advanced  text, 
work  out  the  territory  which  belongs  to  France,  and  on  an  outline  map  of 
the  world  have  the  children  shade  in  those  regions  which  comprise  France's 
colonial  domain. 

These  factors  of  geographical  situation,  of  means  of  internal  transporta- 
tion, of  climate,  rainfall  and  structure,  and  colonial  expansion,  together  with 
the  native  thrift  of  the  people  themselves,  have  been  by  no  means  the  only 
factors,  but  they  are  perhaps  the  most  important,  certainly  the  most  obvious, 
in  explaining  France's  occupations,  her  prosperity,  and  her  place  as  a  com- 
mercial nation  among  the  great  powers  of  the  world.  With  careful  work  on 
the  part  of  the  teacher,  these  points  are  not  too  difificult  for  the  children  of 
the  upper  grades  to  comprehend. 


36  teachers'  handbook  of  geography. 

A    STUDY    OF    THE    IBERIAN    PENINSULA. 

(SPAIN  AND  PORTl'GAL.) 

Map  Locations  (to  be  taught  first)  :  Pyrenees  Mountains;  Duoro,  Tagus, 
Guadalquivir,  Ebro  rivers ;  ^Madrid,  Granada,  Gibraltar,  Lisbon. 

Lesson  U>iit  I :  The  commercial  decadence  of  Spain  and  Portugal. 

READING  LIST: 

*.-\dams.   Commercial   geography pp.  298-303. 

*Trotter,  Geography  of  commerce ,pp.  270-73. 

Tarr   and   Mc.Murry,   Bk.    Ill pp.  238-41. 

Oxley,   Romance  of  commerce pp.  71  83. 

llalei   Stories  of  the  sea pp.  5^-/8- 

*Yeats.   The  growth  and  vicissitudes  of  commerce pp.   i86-_'oi. 

*Higgin,  Spanish  life  in  town  and  country Chap.  ]. 

*Bigelo\v,  The  children  of  the  nations pp.   1-84,    12O-53. 

"George,   Little  journeys    (Italy,   Spain  and  Portugal) ..  (Parts). 

Jenks,    The  boy's  book  of  explorations pp.   1-15. 

Stoudard,   Lectures,   vol.    V pp.  251    et   seq. 

Ingersoll,  The  book  of  the  ocean pp.  39-76    (Parts). 

*\\'ebster,   General  history  of  commerce pp.   122-28,   206-209,   315-16,  482. 

Suggestions:  The  most  striking  thing  about  this  region  is.  tliat  from  a 
place  of  supreme  wealth  and  importance  it  has  fallen  to  a  comparatively  in- 
significant place  among  the  nations  of  the  world.  If  the  teacher  can  show 
clearly  and  concretely  what  Spain  was  in  the  fifteenth  and  sixteenth  centuries, 
and  indicate  what  she  gave  promise  of  becoming,  then  by  contrast  bring  out 
what  she  is  now,  and  also  discuss  some  of  the  features  wliich  have  brought 
about  her  commercial  decadence,  she  will  not  only  have  brought  out  most  of 
the  details  which  the  text  mentions,  but  will  have  related  them  in  such  a  way 
as  to  make  them  mean  something  to  the  children.  The  following  suggestions 
may  be  helpful  in  making  such  a  study  of  Spain  and  Portugal : — 

Turn  to  the  map  of  Europe  in  the  appendix  of  the  advanced  text  and  tell  the 
children  that  the  maritime  commerce  of  Europe  during  the  Middle  Ages  was 
divided  int(j  two  ])rincipal  regions,  one  comprehending  the  countries  to  the 
north  bordering  on  the  Baltic,  the  North  Sea,  and  the  Atlantic ;  and  the 
other  consisting  of  the  Mediterranean  countries.  Now  have  the  children  read 
pages  9  to  II  m  the  (irammar  Grade  History  (State  Series),  and  in  discus- 
sion bring  (jut  that  a  large  trade  had  grown  up  between  the  East  and  the 
.Mediterranean  region,  which  up  to  the  close  of  the  fifteenth  century  was 
largely  controlled  by  certain  cities  in  italw  Note  also  the  routes  of  trade 
between  Juir(j])i-  and  the  l-last  and  the  reasons  why  a  new  one  was  wanted. 
Keview  briefly  at  this  ])(jint  the  stories  of  the  three  great  geographical  dis- 
coveries which  occurred  at  the  close  of  the  lifleenth  century  and  which  revo- 
lutionized commerce. — i.  e.  the  discovery  of  America,  the  rounding  of  the 
Cape  of  (jocjf!  Mope,  and  Magellan's  voyage  circumnavigating"  the  glube.  In 
t'iscussing  the  economic  significance  of  the.se  great  discoveries  bring  out  that 
they  brought  a  complete  shift  oi  maritime  power;  that  the  commerce  of  the 
world  ceased  to  ije  Merliterrancan  and  became  Oceanic;  that  the  distributing 
point  of  Oriental  goods  moved  from  Italy  to  Spain  and  Portugal;  that  the 


f 


THE    CONTINENT    OF     EURASIA.  37 

countries  of  the  Mediterranean,  as  compared  with  those  on  the  Atlantic, 
became  of  secondary  importance ;  that  new  and  extensive  fields  of  commerce 
were  opened  up  both  in  the  East  and  the  West,  and  that  soon  Mexico  and 
Peru  were  pouring  rich  stores  of  their  precious  metals  into  the  cofifers  of 
Spain  and  Portugal.  Bring  out  also  that  through  the  stimulus  of  these  eany 
successes  both  Portugal  and  Spain  entered  upon  an  ambitious  colonial  policy. 
Have  the  children  review  their  information  regarding  Spanish  and  Portu- 
guese colonies  in  the  New  World.  Give  them  a  vivid  representation  of  the 
power  of  Spain  and  Portugal  by  shading  in  an  outline  map  of  the  world 
showing  the  extent  of  the  Spanish  and  Portuguese  territories  and  trade 
routes  during  the  sixteenth  century.  Note  in  this  connection  that  Portugal 
established  herself  in  the  East,  whereas  Spain  became  ±he.  dominant  power 
for  a  time  in  the  Westi^'^urn  to  the  map  in  the  advanced  text  (p.  131)  and 
note  that  Lisbon,  at  the  mouth  of  the  Tagus,  appears  to  have  excellent  harboi 
facilities.  Read  to  the  children  the  description  of  this  harbor  in  Carpenter's 
Europe  (pp.  447-450)  :  also  in  Herbertson's  Descriptive  Geography  (pp. 
292-293).  By  turning  to  the  map  on  page  154  of  the  advanced  text  it  can 
be  readily  seen  that  Lisbon  was  the  natural  center  for  European  trade  with 
the  East  Indies  after  the  discovery  of  the  route  around  the  Cape.  The  Portu- 
guese did  not,  however,  realize  the  value  of  keeping  the  carrying  trade  of  the 
East  Indies  in  their  own  hands ;  then  they  neglected  developing  agriculture 
and  manufactures,  and,  becoming  indolent  and  careless  through  easily  gotten 
luxuries,  neglected  to  provide  proper  military  defense  for  their  colonies,  and 
as  a  result  the  Dutch  and  English  found  them  an  easy  prey.  By  the  close  of 
the  sixteenth  century  Portugal  had  lost  nearly  all  of  her  colonial  territory, 
and  she  herself  was  united  with  Spain  under  one  crown,  remaining  so  united 
until  the  middle  of  the  eighteenth  century,  when  she  again  became  inde- 
pendent ;  however,  she  has  never  been  strong  enough  to  retrieve  her  early 
losses. 

Treat  Spain  similarly ;  point  out  among  the  influences  of  her  downfall  that 
her  people  in  the  New  World  were  adventurers  and  gold-seekers  rather 
than  colonizers  and  successful  merchants ;  that  she  concerned  herself  with 
the  products  of  her  silver  mines  to  the  exclusion  of  agriculture  and  manu- 
facturing industries ;  that  she  mistreated  and  alienated  her  colonies ;  and  that 
England  and  Holland  found  her  unprepared  to  defend  her  possessions.  In 
consequence  of  these  and  other  causes,  the  middle  of  the  seventeenth  century 
found  her  colonial  and  foreign  commerce  almost  completely  destroyed,  while, 
as  a  result  of  her  war  with  the  United  States,  she  is  now  a  country  with 
only  three  small  groups  of  islands  in  the  Atlantic  and  Mediterranean  and  a 
few  African  trading-stations — the  remnant  of  an  empire  which  at  one  time 
extended  around  the  world. 

Lesson  Unit  II:  The  occupation  of  the  people  and  the  products  of  the 
country. 


38  teachers'  handbook  of   geography. 

READING    LIST: 

Carpenter,    Europe pp.  428-36,   445-52. 

*Higgin,   Spanish   life   in  town   and  country Chap.  X. 

**George,  Little  journeys  (Italy,  Spain,  and  Portugal)..  (Parts). 

Herbertson,   Europe pp.  259-93. 

Stoddard,  Lectures  Vol.  V pp.  25 1    et  seq. 

•Webster,    General    history    of   commerce pp.  315-16,   482. 

*Trotter,  Geography  of  commerce pp.  270-73. 

*.\danis.    Commercial    geography pp.  298-303. 

Suggestions:  In  presenting-  this  topic  the  teacher  should  give  the  children 
a  notion  of  the  physical  features,  and  of  the  climate  and  rainfall  of  these 
regions,  factors  which  in  a  way  determine  the  industries  of  the  country. 

The  map  on  page  131  of  the  text  shows  that  the  peninsula  consists  in 
the  main  of  a  broad  plateau  over  two  thousand  feet  in  height,  shut  in  between 
the  Pyrenees  on  the  north  and  the  lofty  ranges  of  the  Sierra  Nevada  on  the 
extreme  south  ;  skirting  the  entire  coast  of  the  peninsula,  there  is  a  belt  of  low 
land  of  varying  width,  but  generally  comparatively  narrow.  Discuss  the 
effect  of  the  close  proximity  of  the  highlands  to  the  coast,  bringing  out  that 
they  cause  precipitation  of  moisture  along  the  coast,  little  reaching  the  in- 
terior, in  consequence  of  which  the  highland  region  as  a  whole  is  arid  and 
unproductive,  except  where  irrigation  systems  have  been  developed,  as  in  the 
region  along  the  ^lediterranean  front.  Bring -out  also  that  the  proximity  of 
the  highlands  to  the  coast  renders  the  rivers  of  the  peninsula  unnavigable : 
hence  the  means  of  internal  transportation  is  very  deficient,  greatly  repressing' 
any  tendency  to  industrial  development,  .\gain,  the  mountains  make  rail- 
road-building difficult,  and  the  Pyrenees,  having  few  passes,  stand  as  a 
barrier  between  the  peninsula  and  the  remainder  of  Continental  Europe. 
It  is  true  that  there  are  railroads  connecting  Europe  and  Spain,  but  these 
railroads  are  forced  to  make  a  long  detour  around  the  ends  of  the  range,  and 
the  interference  is  rendered  greater  by  reason  of  the  fact  that  in  France  the 
tracks  are  of  a  different  gauge  than  those  in  Spain,  made  so  as  a  safeguard 
against  invasion. 

Read  Tarr  and  ]\IcMurry's  Europe  (pp.  241-250)  ;  also  the  advanced  text's 
treatment  of  this  region.  Discuss  the  chief  agricultural  and  mining  products, 
after  which  have  the  children  draw  an  outline  map  of  the  peninsula  and  by 
shariing  show  the  following  regions  : — 

1.  Highland  region.  4.  Region  of  wheat  and  cereals. 

2.  Lowland  region.  5.  Region  of  the  cork  oak  ff^rcst. 

3.  Region  of  wine  and  fruits.       6.  \\'ool-])r<Klucing   region. 

Lesson  ['nit  Iff :    The  Moors  and  their  ficcui)ancv  of  .Spain. 

KK.XDI.NG    LIST: 

.Morris,    Spanish    historical   tale.s (Parts). 

Lyttun,    Leila    (Fiction) Chap.  V. 

IrvinK,  .Mhambra (Parts). 

Carpenter,     Europe pp.  442-45. 

Conipaniiin  scries,    lly  land  and  sea np.  27-32. 

Knox.  Southern  Europe (haps.   .X.W.    X.WT,    XWIII    (Parts). 

Coc,  .Modern   Europe pp.  278-80,    28803. 

Kates,    .Spanish    highways   and    byways Chaps.   II-\'II1. 

I^cnf,  .Across  the  country  of  the  little  king pp.  51-88. 

Bonner,    Child's    history    of    Spain ))p.    1 6-1 48. 

Youth's   Companion    scries.    Under   sunny   skies up.   1-18. 

••George,   Little  journeys  ( Italy,  Spain,  and  Portugal )...(  Parts). 
Herbertson,    Europe pp.  270-93. 


THE    CONTIXEXT    OF     EURASIA.  39 

Stoddard,    Lectures,    \'ol.    V pp.  251    et   seq. 

Stoddard,    Lectures,    Supplementary    Vol.    11 pp.  243  et  seq.    (Parts). 

Everett,    In    fair    Granada (Fiction). 

Suggcsiio)is:  Review  the  discussion  of  the  Saracenic  conquests  referred 
to  in  the  "  Study  of  European  and  Asiatic  Turkey  "  (p.  43).  Associate  the 
^Moorish  conquest  of  Spain  with  that  period.  Tell  ahout  the  battle  of  Tours, 
and  how  Charles  JNIartel  stopped  the  advance  and  forced  the  Saracens  back 
beyond  the  Pyrenees.  Discuss  the  civilization  of  these  peoples  and  their 
industrial  activity.  Relate  the  stor}-  of  the  final  overthrow  of  the  Moors 
under  Boabdil  by  Ferdinand  and  Isabella  and  of  their  banishment  to  Africa. 
Read  and  discuss  the  descriptions  cited  of  the  beautiful  architectural  relics 
of  these  peoples,  which  are  still  to  be  seen  in  Spain. 


A    STUDY    OF    THE    KINGDOM    OF    ITALY. 

Map  Locations  (to  be  taught  first):  Mediterranean,  Adriatic;  Alps, 
Apennines,  ]\lt.  \'esuvius,  Mt.  Cenis :  Rome.  Naples,  Florence.  Genoa,  Milan, 
A'enice :  Po,  Tiber;  Corsica.  Sardinia.  Sicily. 

Lesson  Unit  I :  The  Italian  people  are  famous  for  their  achievements  in 
the  fields  of  painting,  sculpture,  and  music. 

READING   LIST: 

Hoj't,     World's    painters    and    their    pictures (Parts). 

Coe,   Modern   Europe pp.  304-308. 

Villari,    Italian   life   in   town  and   country Chap.  XVII. 

**Egg!eston,    Strange    stories    from    history pp.  206-11. 

Benedict,  Stories   of  persons  and   places   in   Europe pp.  378-80. 

Knox,     Southern    Europe pp.   130-32,    194-97- 

Tohonnot,    Stories    of    other    lands pp.   130-50. 

La   Rame,  Bimbi pp.   137-77- 

*La  Rame,  The  child  of  Urbino  (Raphael) (Story). 

Bolton,    Famous    European    artists pp.  7-6$,   105-54. 

Dallin,   Sketches  of  great  painters pp.  46-79. 

**George,    Little  journeys    (Italy,  Spain,  and  Portugal) ..  (Parts). 

Eliot,     Romola     (Fiction) (Parts). 

Keysor.   Michael  Angelo   (Great  artist  series) (The  Story). 

Keysor,    Antonio    Correggio    (Great   artist   series) (The  Story). 

Keysor,   Raphael  (Great  artist  series) (The  Story). 

Stoddard,    Lectures,   Vol.   VIII pp.  5   et  seq.,   113   et  seq..    225   et  seq. 

Stoddard,    Lectures,    Vol.    I pp.  280  et  seq. 

Hurll,    Raphael    (Riverside   art   series) 

Emery,    How   to   enjoy   pictures 

Home  and  Scobe,   Stories  of  great  artists (Parts). 

Suggestions:  This  topic  can  best  be  handled  by  a  study  of  the  lives  and 
works  of  a  few  individuals  who  typify  the  progress  which  Italy  has  made  in 
the  several  artistic  fields  already  mentioned.  The  following  types  will  serve 
as  well  as  any  others  in  this  connection : — 

Verdi  as  a  type  of  great  Italian  composers. 
Paganini  as  a  type  of  great  Italian  performers. 
Patti  as  a  type  of  great  Italian  singers. 
Raphael  as  a  type  of  great  Italian  painters. 
]\Iichael  Angelo  as  a  type  of  great  Italian  sculptors. 

In  treating  these  types  put  as  much  reading-matter  in  the  hands  of  the 
children  as  is  accessible,  and  which  treats  of  characteristic  incidents  in  their 


40  teachers'  handbook   of  geogr.\phy. 

lives  as  well  as  telling  of  their  work  and  fame.  Secure  pictures  of  the 
Italian  masterpieces  of  painting  and  sculpture,  tell  the  stories  which  they 
suggest,  and  comment  on  the  beauty  and  excellence  of  the  work.  Try  to 
present  this  part  of  the  work  sympathetically,  to  the  end  that  the  children 
mav  secure,  so  far  as  possible,  an  interest  in  and  appreciation  for  art  products. 
In  discussing  the  reading  references,  and  in  summarizing  the  work,  empha- 
size particularly  the  following  points :  That  not  only  royalty  but  the  common 
people  and  the  peasant  classes  were  possessed  of  artistic  temperaments,  as 
shown  bv  the  fact  that  they  were  quick  to  appreciate  and  applaud  the 
genius  of  these  men  ;  that  great  talent  was  confined  to  no  one  class  of  society ; 
that  Italy  now  is  full  of  priceless  works  of  art,  to  which  all  classes  have 
access ;  and  that  in  point  of  fact  in  these  respects  Italy  stands  alone  and 
unrivaled. 

Lesson  Unit  II :  The  country  is  visited  yearly  by  many  tourists,  who  are 
attracted  by  its  picturesque  and  historical  features,  among  which  the  best 
known  are  the  following :  The  Leaning  Tower  of  Pisa,  the  Cathedral  of  St. 
Peter,  the  Coliseum,  the  Catacombs  of  Rome,  the  gondolas  of  A^enice,  the 
\'atican,  and  the  ruins  of  Pompeii  and  Herculaneum. 

READING  LIST: 

Carpenter,    Europe • PP-  395.     397-99.     408-10,     413.     415-17, 

417-28. 

Companion    series.    By    land    and    sea pp.  32-41. 

Youth's   Companion   series.    Under   sunny   skies pp.  30-37,   55-66. 

Strickland,   True  stories  from  ancient  history pp.  246-5:. 

Coe,    Modern    Europe Chap.  XVII   (Parts). 

.\bbott,   RoUo   in   Rome pp.   105-26. 

IJutterworth,  Classic  lands pp.  271-75. 

Knox,     Southern     liurope pp.   1-50,    275-87,   312-15,   363-74. 

Stockton,    Roundabout    rambles pp.  226-27,    283-96. 

Youth's    Companion    series.    The    wide    world pp.  73-78. 

.\bbott,    RoUo    in    Naples pp.   157-73. 

Benedict,  Stories   of  persons  and  places  in   ICurope. . .  .pp.  356-58. 

Herbertson,     Europe pp.   1 73-209. 

••George,    Little  journeys    (Italy,  Spain,  and  Portugal)  ..{  Parts). 
**\\'ade,   Our   little   Italian   cousin 

Suggestions:  As  many  of  these  historical  and  pictures(iuc  features  should 
}»e  discussed  as  the  teacher  can  find  material  which  bears  on  the  points  men- 
tioned. The  location  of  each  should  be  fixed  on  the  map,  and  pictures  should 
l)e  shown  where  possible.  If  there  is  any  one  in  the  coinnumity  who  has 
travclerl  through  Italy,  invite  him  to  tell  the  children  of  his  trip.  Personal 
accounts  bv  travelers  are  alwavs  interesting  and  instructive. 


Lesson  ('nit  III:     The  commerce  and  industries  of  ltal\-. 

READING  LIST: 

Carpenter,     Europe pp.  402-10.    417-22. 

Companion    scries.    Talks   about    animals pp.   145-49. 

Coc,     .Mofjern     Europe pp.  329-31. 

Villari,   Italian  life   in  town  and  country Chaps.    XI,    XII. 

("hasc   anil    Clow,    .Stories   of    industry 2:49-53,    54-58. 

Vnnth's   Companion    scries,    L'ndcr   sunny   skies pp.   19-29,    38-54. 

Herbertson,     Europe pp.  209-59. 

•Ciriffis,   The   romance   of   tliscovcry pp.  55-64,   79-89. 

•Webster,  General   history  of  commerce pp.  480-82. 

•Trotter.  Geography  of  commerce pp.  289-93. 

•Adam»,    Commercial    geography pp.  288-97. 


THE    CONTINENT    OF     EURASIA.  4I 

Suggestions:  In  connection  with  this  topic  turn  to  the  maps  on  pages  131 
and  155  of  the  advanced  text.  Bring  out  through  a  discussion  of  these  maps 
that  Italy  is  singularly  well  placed  for  communication  with  the  Eastern 
Mediterranean  and  the  Suez  Canal.  In  connection  with  its  Eastern  trade, 
it  is  also  fortunate  in  having  along  its  east  coast  a  number  of  fine  harbors, 
among  the  best  being  Venice,  Brindisi,  Taranto,  Messina,  and  Syracuse. 
Find  these  places  on  the  map  and  discuss  why  harbors  on  the  east  coast  are 
more  advantageous  for  this  line  of  trade  than  would  be  those  on  the  west 
coast.  Observe,  also,  that  the  ports  of  Italy  are  nearer  those  of  Northern 
Africa  than  are  those  of  any  other  of  the  great  powers.  Measure  the  dis- 
tance between  the  terminus  of  the  southernmost  Italian  railway  and  Tunis. 
Estimate  the  time  it  would  take  to  bring  a  cargo  of  desert  products  from 
Northern  Africa  to  the  nearest  point  on  this  Italian  railway.  Observe,  also, 
that  the  Alps  are  by  no  means  an  insurmountable  barrier  to  railway  connec- 
tion between  Italy  and  the  countries  of  Central  and  Northern  Europe.  Point 
out,  by  referring  to  map  XV  (appendix,  advanced  text)  that  a  road  from 
Italy  enters  France  through  the  Mt.  Cenis  tunnel ;  another  through  the  St. 
Gotthard  tunnel  penetrates  Germany  after  passing  through  the  most  populous 
part  of  Switzerland ;  a  third  also  reaches  Germany  by  passing  through  the 
Tyrol ;  while  a  fourth  line  puts  Italy  into  direct  communication  with  Vienna 
and  the  rich  valley  of  the  Danube  by  way  of  the  Brenner  Pass.  It  should  be 
noted  that  upon  the  completion  of  the  Simplon  tunnel — a  tunnel  twelve  and 
one  half  miles  long,  and  a  stupendous  engineering  feat — there  will  be  direct 
railway  connection  between  ]Milan  and  Paris.  (This  tunnel  is  not  shown  on 
the  map  referred  to.)  In  the  discussion  of  these  points  bring  out  that  as  a 
result  of  such  close  railway  connection  Italy  stands  as  one  of  the  main  routes 
of  travel  between  Northern  Europe,  the  Suez  Canal,  and  the  East.  For 
instance,  London  mails  to  India  are  sent  by  mail  to  Brindisi,  a  port  in  South- 
eastern Italy,  and  there  transferred  to  a  steamer  which  reaches  India  by  way 
of  the  Suez  Canal.  Review  in  connection  with  this  point  of  Italy's  position 
as  a  natural  trade  route  what  was  brought  out  in  the  treatment  of  "Spain  and 
Portugal"  (p.  36),  regarding  her  commercial  position  in  the  Middle  Ages. 
At  this  point  also  read  to  the  children  Carpenter's  Europe  (pp.  400-401). 

Turn  now  to  the  map  on  page  131  of  the  advanced  text  and  compare  the 
Italian  Peninsula  with  the  Iberian,  with  respect  to  structure  and  climate. 
Observe  that  the  Italian  Peninsula  reaches  further  north  than  the  Iberian, 
that  it  is  narrower,  and  that  the  surface  is  more  irregularly  mountainous. 
Recall,  in  connection  with  the  study  of  the  rainfall  in  the  Iberian  Peninsula 
(see  p.  38),  that  the  point  was  brought  out  that  the  edges  of  the  tableland 
served  to  cut  ofiF  the  rain  from  the  interior  to  a  large  degree.  In  Italy  the 
lainfall  of  the  interior  is  very  much  greater.  Even  the  great  plain  of  Lom- 
hardy,  lying  directly  north  of  the  Apennines,  is  not  deprived  of  rain  through 
the  intervention  of  this  range,  for  the  loftier  Alps  force  the  rain-bearing  winds 
which  have  crossed  the  Apennines  to  rise  still  higher.  Discuss  the  efifect 
of  this  fact  on  the  rainfall  of  the  region.     Again,  Italy's  supply  of  water  is 


42  TEACHERS     HANDBOOK    OF     GEOGRAPHY. 

greatly  increased  by  the  presence  of  Alpine  glaciers.  As  these  melt  the  water 
reaches  the  plains  below  through  numerous  streams  which  are  utilized  for 
purposes  of  irrigation,  which  is  carried  out  on  a  mtich  more  extensive  scale 
in  Italy  than  in  Spain,  or,  for  that  matter,  than  anywhere  else  in  Europe. 
Read  to  the  children  on  this,  point  the  article  "Climate  of  Europe  and  Amer- 
ica" (Johonnot,  "Geographical  reader,"  pp.  86-89). 

What  inferences  do  the  children  get  from  these  references  as  to  the  climate 
of  Italy?  Xote  the  latitude  of  Venice.  Find  the  same  parallel  in  our  own 
continent  and  contrast  the  two  climates.  Discuss  the  reasons  for  the  mild- 
ness of  Italy's  climate  in  contrast  to  the  same  latitude  in  Canada.  Bring  out 
here  that  the  difference  is  due  partly  to  the  fact  that  the  lofty  Alps  to  the  north 
of  Italy  bar  the  cold  continental  winds,  and  partly  to  the  fact  that  much  of 
Italy  is  washed  by  the  waters  of  a  great  sea.  Discuss  here  the  elfect  of  a 
great  body  of  water  in  conserving  its  heat  and  tempering  the  climate  of  adja- 
cent countries. 

Regarding  the  industries,  bring  out  particularly  the  following  points  in  the 
discussion  of  the  references  cited  : — 

1.  That  Italy  naturally  is  a  remarkably  productive  region,  as  the  climate 
and  soil  support  a  great  variety  of  growth,  but,  owing  to  primitive  methods. 
agriculture  is  in  a  backward  state. 

2.  That  the  largest  and  richest  farming  area  is  the  Lombardy  plain  lying 
between  the  Alps  and  the  Apennines. 

3.  That  wheat  and  corn  are  the  most  important  grain  crops,  though  rice  is 
grown  extensively  in  the  irrigated  regions. 

4.  That  in  grape  growing  and  silk  culture  Italy  ranks  as  one  of  the  great- 
est countries  in  Europe. 

5.  That  a  considerable  portion  of  the  people  are  engaged  in  s]Mnning  and 
weaving  silk,  and  in  manufacturing  wine,  macaroni,  glass,  and  mosaics. 

Draw  a  map  locating  the  regions  of  these  products. 

A    STUDY    OF    THE    KINGDOM    OF    GREECE. 

Map  Locations  (to  be  taught  hrst)  :  Alediterranean  Sea,  Aegean  Sea, 
Ionian  Sea;  .\thcns;  Pindus  Mountains. 

Lesson  ['nit  I :   The  anticpiities  of  (jreece. 

RP:ADI.\G    LIST: 

Cof,    Modern    Kurope pp.  335-49. 

''hiirrli.    J'irfiircs   from   Circck   life   and   story (Parts). 

C.irpcntcr,   Kurope pp.  381-9J. 

Herl)crtson,    Kurope pp.   i6.i;-72. 

Knox.   levant Chaps."  XU-NXI    (Parts). 

.Shaw,   Story  of  the  ancient  Greeks (Parts). 

lialdwin,  Old  Greek  stories (Parts). 

I'.cncditt,  Stories  of   persons   an<l   places   in  Kurope jip.  404-25. 

liuttrr worth,    Levant pp.  271-304. 

Guerher,    Story   of   the    Greeks (Parts). 

"Andrews.    Ten    hoys pp.  48-80. 

Cox,    Tales   of    ancient    Gtecce (I'arts). 

.\iehiihr_.    Greek    licro    stories Hearts) . 

Firth.    Stories   of   old    Greece (j'arts). 

.Morri*.   llistoriral  tales:   (Jrcek (j'arts)! 

Stoddard.    Lectures,    \'ol.    [ p.  229    et    seq. 


THE    CONTINENT    OF     EURASIA.  43 

Suggestions:  The  brevity  and  consequent  inadequacy  of  the  text's  treat- 
ment of  the  several  topics  which  it  discusses  is  particularly  noticeable  in  its 
treatment  of  this  region  at  page  132  of  the  advanced  book.  To  pass  un- 
noticed the  rich  fields  of  Grecian  antiquity  in  order  to  give  a  few  unrelated 
facts  about  the  mountains,  rivers,  and  products  of  modern  Greece  is  to  place 
emphasis  on  features  which  are  relatively  unimportant  and  uninteresting. 
The  teacher  should  not  permit  the  opportunity  to  pass  without  giving  the 
children  some  clear  notion  of  the  illustrious  part  which  Greece  played  in  the 
rise  and  development  of  European  civilization. 

Lesson  Unit  II :   The  occupations  and  industries  of  modern  Greece. 

READING    LIST; 

Knox,   Levant Chaps.  XiV-XXl    (Parts). 

Coe,  Modern  Europe Chap.  XVIII    (Parts). 

Youth's   Companion   series,    Under   simny   skies pp.  67-74. 

**Kirby,   Aunt   Martha's  corner   cupboard pp.   110-20. 

Stoddard,    Lectures,    Vol.   I p.  229    et    seq. 

*Webster,    General    history   of   commerce pp.  319-20. 

*Trotter,  Geography  of  commerce pp.  302-304. 

*Adams,    Conimeicial    geography pp.  323-324. 

Suggestions:  From  a  study  of  the  map  bring  out  that  the  countr}-  has  many 
deep  gulfs  which  provide  excellent  harbors,  and  that  therefore  the  people  are 
naturally  a  seafaring  people.  They  have  greatly  profited  by  the  rivalries 
of  the  French  and  English  and  English  and  Russian  traders  in  the  Eastern 
Mediterranean  (  see  advanced  text's  treatment )  ;  the  result  has  been  that  a 
large  part  of  the  carrying  trade  of  the  Black  Sea  and  Eastern  Mediterranean 
is  conducted  under  the  Greek  flag.  The  internal  development  of  the  country 
has  not,  however,  kept  pace  with  the  growth  of  her  carrying  trade  ;  for  though 
the  climate  is  genial,  the  rain  falls  chiefly  in  the  winter,  thus  preventing  agri- 
cultural pursuits  on  a  large  scale.  Again,  the  country  is  sparsely  populated  ; 
mule-tracks  are  the  only  roads,  while  a  glance  at  the  map  XV  (appendix,  ad- 
vanced text)  will  show  that  there  are  few  railroads  which  penetrate  the 
interior ;  travel  is  therefore  mainlv  bv  vessel  and  confined  to  the  coast. 


A    STUDY    OF    EUROPEAN    AND    ASIATIC    TURKEY. 

Map  Locations  (to  be  taught  first)  :  Constantinople;  Bosphorus,  Darda- 
nelles ;  Asia  Minor,  Armenia,  Arabia,  Syria,  Palestine,  Servia,  Montenegro, 
Bulgaria,  Roumania,  Macedonia,  Greece ;  Tigris,  Euphrates ;  Mecca.  Medina, 
Jerusalem,  Damascus. 

Lesson  I 'nit  I:  Turkey's  place  in  modern  European  history. 

READING    LIST: 

Knox,  Levant Chaps.    XX\',    X.Wl    (Parts). 

Coe,    Modern    Europe pp.  349-51.    357-59. 

Phillips,    All    the    Russias pp.  45-67. 

Stoddard.    Lectures.    Vol.    II (Parts). 

*The   rivalry   of  nations Chaut.— 32:  Chaps.    H,   IX.   .\.   XI. 


44  teachers'  handbook   of   geography. 

Suggestions:  The  question  which  has  troubled  European  diplomats  for 
more  than  a  century,  and  which  for  the  past  twenty-five  or  thirty  years  has 
been  of  commanding  interest  in  European  international  politics,  has  been  the 
question  of  what  should  be  done  with  the  "sick  man  of  Europe,"  a  phrase 
which  Czar  Nicholas  once  applied  to  Turkey.  \\'ithout  an  understanding  of 
the  elements  of  this  question  at  least,  frequently  referred  to  as  the  "Eastern 
Question,"  the  successive  moves  in  the  game  the  nations  of  Europe  are  play- 
ing and  which  are  being  recorded  daily  in  the  newspapers  would  be  often 
entirely  without  significance  or  point.  At  first  thought  this  may  appear  too 
confused  to  the  teacher  and  too  difficult  for  presentation  to  the  children ;  but 
the  teacher  will  find  after  a  careful  reading  of  any  good  European  modern 
history  that  the  chief  points  involved  in  this  question  will  organize  themselves 
so  well  in  her  mind  as  to  permit  of  clear  and  simple  presentation  to  the  chil- 
dren of  upper-grade  development.  The  following  suggestions  may  be  of 
service  to  the  teacher  in  guiding  her  in  her  reading  and  in  her  subsequent 
presentation  of  this  topic : — 

Turn  to  map  NI\'  in  the  appendix  of  the  advanced  text ;  observe  the  area 
in  Europe  which  is  now  occupied  by  Turkey,  and  note  that  at  one  time,  in 
addition,  she  owned  Greece,  ]vIontenegro,  Servia,  Roumania,  and  Bulgaria, 
which  is  still  nominally  subject  to  Turkey,  though  practically  independent. 

Now  examine  Russia's  position  in  Europe,  noting  that  her  only  seaports 
are  at  present  those  on  the  Baltic  and  the  Black  seas.  Those  on  the  Baltic 
are  far  from  satisfactory,  for  they  are  ice-locked  during  a  part  of  the  year; 
those  on  the  Black  are  also  of  little  comparative  value,  as  ingress  or  egress  is 
controlled  by  the  straits  of  Bosphorus  and  the  Dardanelles  and  commanded 
by  the  great  Turkish  city  of  Constantinople.  Read  here  the  description  of 
this  city  and  of  the  straits  and  their  defenses  (see  Carpenter,  Europe,  pp. 
361-65;  Coe,  Modern  Europe,  pp.  349-52)  ;  discuss  with  the  class  what  pos- 
session of  this  connection  between  the  Black  and  the  ^lediterranean  seas 
would  mean  to  Russia  (i)  in  the  way  of  the  development  of  her  internal  re- 
sources, and  (2)  in  time  of  war.  This  is  of  special  significance  just  now  in 
the  war  which  Russia  is  carrying  on  with  Japan.  Much  as  Russia  would 
have  liked  to  send  her  Black  Sea  fleet  to  the  assistance  of  Port  Arthur,  she 
was  prevented,  owning  to  the  fact  that  war-ships  of  foreign  countries  are  not 
permitted  by  Turkey  to  pass  through  the  Dardanelles.  Tn  this  manner  the 
teacher  can  show  to  the  children  that  Russia's  absorbing  ambition  is  to  secure 
control  of  the  territory  commanding  these  straits.  Indeed,  as  far  back  in 
Russia's  history  as  Ivan  the  Terrible  (sixteenth  century)  Russia  was  plan- 
ning to  secure  this  outlet.  Upon  Peter  the  drcat's  accession  to  the  throne 
two  centuries  ago,  he  found  Kussia  without  any  seacoast  whatever,  for  the 
Baltic  coast  was  in  the  hands  of  Sweden,  while  that  of  the  Black  Sea  was  in 
the  hands  of  the  Turks.  He  saw  clearly  that  Russia  could  never  become  a 
preat  power  without  seaports,  and  at  once  set  about  inaugurating  wars  to 
secure  control  of  the  Black  Sea  and  the  seacoast  of  the  Baltic.  'Tt  is  not 
land  I  want,  but  water,"  he  said,  as  he  reached  out  after  seacoast.    Upon  his 


THE    CONTINENT    OF    EURASIA.  45 

death  his  vigorous  poHcy  was  allowed  to  drop  until  Catherine  II  (close  of 
the  eighteenth  century)  came  to  the  throne.  She  took  up  his  plans  for  ex- 
tending the  boundaries  of  Russia  to  the  west,  absorbing  almost  all  the  terri- 
tory of  Poland,  to  the  south,  making  war  on  the  Turks  and  securing  the  right 
to  navigate  the  Black  Sea,  besides  exercising  a  protectorate  in  the  interest  of 
the  Christians  in  the  Turkish  Empire.  At  this  point  in  the  growth  of  Russia 
into  a  great  power  the  Eastern  Question  is  first  heard  of.  Catherine  thought 
she  would  settle  it  in  her  own  reign  by  helping  herself  to  Turkish  territory, 
but  when  she  attempted  to  carry  out  her  plan  she  found  that  Austria,  which 
for  centuries  had  been  trying  to  extend  her  territory  down  the  Danube,  would 
not  admit  of  such  a  division  as  Catherine  planned.  Russia  thereupon  took 
Austria  into  her  confidence,  and  they  proposed  to  divide  up  Turkey's  Euro- 
pean possessions  between  themselves  (Partition  Treaty  of  1780).  Before 
this  could  be  done  other  European  nations  became  alarmed  at  this  extension 
of  power  on  the  part  of  Austria  and  Russia  and  objected.  Russia  and  Austria 
tried  to  bribe  France  with  the  promise  of  Egypt,  but  she  remained  faithful 
ro  her  old  allv,  Turkey.  In  the  struggle  which  ensued  Catherine  was  forced 
to  consent  to  peace,  but  gained  the  right  to  maintain  a  fleet  in  the  Black  Sea. 
Thus  through  the  rivalry  of  European  states.  Turkey  escaped  dismemberment 
in  the  eighteenth  century,  and  it  has  been  through  the  jealousies  and  sus- 
picions of  these  great  European  powers  that  Turkey  has  still  a  foothold  in 
Europe,  and  that  the  Christian  races  within  her  borders  are  still  exposed  to 
the  most  barbarous  atrocities. 

The  next  ruler  of  Russia  to  seriously  undertake  the  solution  of  the  Eastern 
Question  was  Nicholas  I.  Catherine  had  hoped  to  hold  the  friendship  of 
Austria  and  win  France  to  her  cause  through  the  offer  of  Egypt.  Nicholas 
tried  a  similar  plan,  but  with  England ;  he  recognized  that  the  way  of  danger- 
ous attack  on  India  lay  through  Egypt.  He  proposed  to  give  England  Egypt 
and  Crete,  while  Russia  was  to  take  Constantinople  and  the  most  of  European 
Turkey,  but  England  refused.  He  then  demanded  of  the  Sultan  the  pro- 
tectorate of  the  Christians  in  Turkey,  which  h^d  been  conceded  to  Catherine 
and  subsequently  refused.  The  Sultan  also  refused.  The  result  was  the 
Crimean  war  (1854-1856).  The  allies  were  again  too  strong  for  Russia. 
She  was  forced  to  terms  and  lost  the  right  to  maintain  a  fleet  on  the  Black 
Sea.  The  war  also  resulted  in  the  policy  of  the  formation  of  a  barrier  of 
little  independent  states  between  Russia  and  Turkey.  Thus  it  came  about 
that  Roumania  was  granted  her  independence  by  the  powers  in  order  that 
she  might  act  as  a  block  in  the  way  of  the  ambitions  of  Russia.  Thus  a  sec- 
ond time  Turkev  was  saved,  though  with  a  loss  of  some  territory,  through 
the  intervention  of  the  pow'ers. 

A  little  later  Russia's  opportunity  came  again.  The  Christians  in  Bul- 
garia rose  against  the  Turkish  Government,  whereupon  the  Turks  with  great 
cruelty  suppressed  the  insurrection.  The  massacres  which  they  incited,  how- 
ever, so  horrified  Europe,  and  especially  England,  that  Russia  under  Alex- 
ander 11  believed  she  could  interfere  with  profit  to  herself.     The  Russians 


46  teachers'  handbook   of   geography. 

were  again  victorious,  this  time  advancing  tlieir  army  to  the  outskirts  of 
Constantinople  and  forcing  the  Sultan  to  sue  for  peace.  Alexander  proposed 
to  establish  a  little  state  of  all  European  Turkey  but  under  Russian  protection. 
The  Sultan  agreed  to  this  (Treaty  of  San  Stefano),  but  just  as  Russia's  ambi- 
tious dream  was  about  to  be  realized  Austria  and  England  again  stepped  in 
and  denied  her  the  fruits  of  her  victory.  The  result  was,  that  several  more 
Balkan  provinces  became  independent — Servia  and  Montenegro,  besides 
Roumania ;  Bulgaria  was  made  a  principaHty  dependent  upon  Turkey ;  Mace- 
donia went  back  to  Turkey ;  Austria  was  allowed  to  occupy  Bosnia  and 
Herzegovina;  while  Russia  was  permitted  to  extend  her  boundary  only  to 
the  Danube,  besides  regaining  the  right  which  she  formerly  held  to  keep  a 
war-fleet  on  the  Black  Sea  (Treaty  of  Berlin,  1873).  Thus  for  a  third  time 
Turkey,  though  still  further  reduced,  was  saved  from  entire  effacement  in 
Europe  through  the  action  of  nations  who  were  concerned  not  with  Turkey's 
welfare  but  in  blocking  the  ambition  of  Russia  for  an  opening  to  the  Mediter- 
ranean by  way  of  Constantinople  and  the  Dardanelles. 

A  fourth  time  also  Turkey  has  been  saved  through  European  jealousies. 
Very  recently  the  fanaticism  and  religious  intolerance  of  the  Turks  broke  out 
in  fearful  atrocities  against  the  Christian  Armenians  in  Asia.  A  wave  of 
horror  swept  over  the  civilized  world  as  the  facts  became  known,  and  popular 
demand  was  made  in  the  name  of  humanity  that  the  powers  employ  radical 
measures  with  respect  to  Turkey  ;  but  once  again  the  apparent  jealousies  of 
the  great  powers  prevented  the  adoption  of  any  effective  check  on  the  in- 
human actions  of  the  Turks. 

Bring  out  in  conclusion  that  Turkey  would  long  since  have  disappeared  as 
a  nation  in  Europe  but  for  the  strategetic  importance  of  her  position  which  has 
aroused  the  mutual  suspicion  of  the  great  powers;  and  that  on  account  of 
their  jealousies  the  Eastern  Question  is  still  one  of  the  great  unsettled  prob- 
lems of  the  future,  and  one  which  will  undoubtedly  lead  ultimatch-  to  momen- 
tous events. 

Lesson  Unit  II:  The  Sultan  and  his  peoi)lc  :  the  backward  state  of  their 
civilization  anrj  the  indififercnt  condition  of  the  commerce  and  inrlustrv  of 
their  country. 

READING    LIST: 

Carpenter,  Europe pp.  371-74. 

C.irpcntcr,     .'Nsia pp.  290-97. 

Coe,  Modern  Europe pp.  349-59. 

.\l)en   Us  .S.ichtlcbcn,   .Across  .Xsia  on  a  bicycle pp.   1-42. 

Knox.  Levant (hap.  XXV    (Parts). 

Smith,    Life    in    Asia Pt).  314-24. 

.Starr,   StranRC  peoples pp.  60-69. 

Voiitli's    <'i)iiip;inii>n    scries.    The    wide    world pp.  52-56. 

"Miller,  Little  people  of  Asia pp.  16-58. 

"Wade,    Our    little    'I'urkish    cousin 

fiarnctt,    Turkish   life   in   town  and  country (Parts). 

^■ollth*s   (r.mii.-inifin    series,    Cndcr   sunny   skies pp.   75-87,    88-98,    132-34. 

Shormaker.  The  heart  of  the  Orient pp.  1-89. 

Stoddard.  I-ccturcs,  Vol.  11 (Parts). 

•Webster,    (Icneral    hi.ntory   of    commerce pn.  318-19,   486. 

•Trotter,  ficography  of  commerce pp.  301-2,    338-39. 

*.\(lam»,   (,'ommerci;il   KcoK'raphy p|>.  324-26. 


THE    COXTIXEXT    OF     EURASIA.  47 

Suggestions:  Successive  waves  of  invasion  have  swept  over  the  Turkish 
Empire,  leaving  many  aliens  who,  though  now  living  side  by  side,  yet  differ 
in  language,  in  religion,  and  in  ideals  of  life  and  living.  Owing  to  the  lack 
ot  modern  means  of  intercommunication,  together  with  non-progressive  gov- 
ernmental policies,  these  varied  races  have  never  become  assimilated ;  hence 
the  constant  friction  which  exists,  particularly  in  European  Turkey.  (See 
the  "Study  of  the  Countries  of  the  Danube."  p.  26.) 

The  position  of  women  in  Turkey  should  receive  attention.  Point  out  here 
that  while  polygamy  is  permitted  by  the  Koran,  yet  in  practice  few  Turkish 
men  other  than  the  Sultan  and  the  wealthiest  of  his  subjects  have  more  than 
one  wife.  The  Koran  provides  that  each  wife  shall  be  maintained  on  terms 
cf  exact  equality.  Whatever  one  has  the  others  must  have.  In  consequence 
polygamy  is  the  most  expensive  luxury  the  Turkish  gentleman  can  indulge 
himself  in — so  expensive  in  fact  that  few  practice  the  custom. 

The  harem  and  the  secluded  and  restricted  life  of  its  inmates  should  be 
referred  to.  Every  Turkish  house  has  two  separate  apartments,  the  selauiUk, 
or  men's  apartment,  and  the  harem,  or  that  portion  of  the  building  occupied 
alone  by  the  women.  Custom  forbids  any  intermingling  of  the  sexes ;  hence 
no  man  enters  the  harem  except  the  head  of  the  household,  and  even  then 
only  in  the  event  of  his  wife  not  having  lady  callers.  The  word  "harem" 
means  "sacred  inclosure,"  and  is  a  term  which  is  frequently  applied  to  cer- 
tain rooms  of  the  sacred  temple.  As  the  term  is  used  in  Turkey,  it  refers 
merely  to  the  place  of  domestic  seclusion.  The  life  of  the  woman  is  not  abso- 
lutely limited  to  her  own  home,  for  she  is  permitted  to  appear  on  the  streets, 
to  enter  the  bazaars,  to  carry  on  business  transactions,  to  receive  women  call- 
ers, to  give  entertainments,  and  in  other  ways  to  deport  herself  as  would 
women  in  other  countries ;  but  in  doing  this  she  must  veil  her  face  if  she 
appears  where  men  are  likely  to  see  her. 

Another  feature  of  Turkish  life  which  is  closely  related  to  life  in  the  harem, 
and  which  should  receive  attention  at  the  hands  of  the  teacher,  is  the  system 
of  slavery  which  is  common  to  all  parts  of  the  Turkish  Empire.  Many 
Turkish  women  of  high  social  rank  purchase  little  girls  of  the  ages  of  six  to 
twelve,  place  them  in  their  homes,  train  them  along  the  line  of  their  aptitudes, 
and  later  sell  them  to  young  Turks,  who  frequently  prefer  to  marry  an  edu- 
cated, well-trained,  and  beautiful  slave  girl  to  those  women  who  are  free 
born.  A  young  woman  trained  to  speak  several  foreign  languages,  to  play 
the  zither,  to  converse  intelligently  on  the  topics  of  the  day.  and  to  dance,  if 
she  is  beautiful,  will  sell  for  from  four  thousand  to  six  thousand  dollars. 
Until  recently  a  public  slave-mart  was  to  be  found  in  Constantinople,  but 
cw'ing  to  the  prejudices  of  the  more  enlightened  powers  this  was  abolished, 
although  the  practice  of  buying  and  selling  slaves  is  still  carried  on  in  the  less 
public  places  of  this  city.  The  extent  of  Turkey's  demand  for  slaves  has  been 
so  great  as  to  seriously  interfere  in  the  attempts  which  have  been  and  are 
being  made  now  in  Africa  to  stop  the  practice  of  enslaving  the  native  popu- 
lation. 


48  teachers'    handbook    of    GEOGR.APHY. 

Turkish  laws  protecting  women  were  clearly  defined  as  early  as  the  twelfth 
centurv,  long  before  either  England  or  America  had  made  any  progress  in 
these  respects.  Even  now  in  some  particulars  the  legal  standing  of  women  in 
Turkey  is  in  advance  of  these  countries.  A  ^Mohammedan  wife  has  absolute 
control  of  all  property  she  possessed  at  the  time  of  her  marriage,  as  well  as 
ever  that  which  she  subsequently  obtains.  She  can  dispose  of  it  as  she  pleases. 
She  can  sue  or  be  sued  independent  of  her  husband,  and  can  even  sue  him  or 
he  sued  by  him.  If  a  husband  divorces  his  wife,  he  must  return  to  her  her 
dowry.  In  protecting  the  rights  of  the  slave  women  the  laws  are  just  as 
rigid.  After  a  servitude  of  seven  years  the  female  slave  must  be  freed  if  she 
desires  it.  Upon  marriage  she  becomes  a  free  woman,  with  all  the  legal  rights 
of  freeborn  women.  If  the  slave  bears  her  master  a  child,  she  must  be  main- 
tained for  life  or  else  set  free  and  married.  Her  children,  whether  bond  or 
free,  have  equal  rights  with  the  children  of  his  legal  wife  or  wives. 

Regarding  the  Sultan,  point  out  that  he  is  absolute  in  authority  and  in- 
violable in  person,  and  that  the  entire  mechanism  of  government,  executive, 
legislative,  and  judicial,  is  centered  in  him.  He  exercises  his  power  through 
a  hierarchy  of  officials,  at  whose  head  and  nearest  to  him  in  power  and  influ- 
ence is  the  Grand  Vizier.  Point  out  that  this  scheme  of  administration  is 
peculiarly  liable  to  corruption,  and  that  it  is  particularly  odious  in  this  respect 
in  Turkey.  It  is  so  difficult  to  obtain  justice  on  account  of  the  prevalence  of 
corruption  that  the  powers  have  demanded  and  obtained  the  right  to  have 
their  citizens  resident  in  Turkey  tried  in  courts  presided  over  by  the  consul 
cf  the  country  to  whom  the  accused  party  owes  allegiance.  For  the  best 
reading  for  the  teacher  on  the  preceding  points  suggested  in  the  treatment  of 
this  topic  see  the  following: — 

Abdul   the  haunted R.    of    Rs. — 28:94-95. 

The    Turkish    despot Ind. — 53  :  2838-39. 

\yhat  the   Sultan   fears Ind. — 55 :  2297-99. 

The   Sultan  at   home Harper — 98 :  276-87. 

The    new    woman    in    Turkey Century — 66:925-33. 

Women    in    Turkey:    Their    rights    and    wrongs Cosmop. — 29:288-96. 

Among  veiled   women Cosmop. — 23:  670-80. 

Reform     in    Turkey R.   of   Rs. — 28:93-94. 

The  unspeakable  Turk Outlook — 74:  929-30. 

Why   brigands   thrive   in    Turkey Chaut. — 35:573-81. 

Seen    in   Turkey Outlook— 72 :  265-76. 

The    impressions    of   a    careless   traveler Outlook— 73 :  154-58. 

Carnctt,   Turkish    life   in  town   and   country (Parts). 

Regarding  the  commercial  and  industrial  condition  of  Turkey,  through  a 
discussion  of  the  references  cited  bring  out  the  thought  that,  while  the  soil 
cfTurkey  is  naturally  fertile,  agriculture,  though  the  chief  occupation,  is  in 
a  most  backward  state ;  that  the  oppression  of  the  Christians,  rank  taxation, 
and  lack  of  roads  have  .stifled  development ;  and  that  most  of  what  little  trade 
there   is  with  other  nations  is  in  the  liands  of  foreigners. 

Lesson  I'nit  III:  The  st(jry  of  the  Holy  Laud;  its  people  and  resources, 
and  the  part  it  has  played  in  liiblical  narrative. 


THE    COXTIXEXT    OF    EURASIA.  49 

READING    LIST: 

Guerber,    The    story    of    the    chosen    people (Parts). 

Thomas,  The  early  story  of  Israel (Parts). 

Knox,    Egypt   and   the   Holy   Land pp.  24-29. 

Endicott,    Stories   of   the    Bible \  ol.    I    (Parts). 

Arnold,   Stories  of  ancient  peoples pp.   152-71. 

Strickland,    True    stories    from    ancient    histo'"y pp.  220-30. 

Knox,    Levant...' Chap.    XXVI    (I'arts). 

Smith,   Life  in   Asia pp.  287-310. 

Butterworth,    Levai:t pp.  211-60. 

Butterworth,    Around    the   world pp.   173-83. 

Carpenter,    Asia pp.  282-90. 

Terhune,  Syria  from  the  saddle (Parts). 

**Grenell,  The  sandals (Fiction). 

Johnston,   Joel:    A   boy   of    Galilee (Fiction). 

Wallace,     Ben    Hur (Fiction). 

Bird,    Joseph    the    dreamer (Fiction). 

Ingraham,   The   piliar  of  fire (Fiction). 

Yonge,   The   pilgrimage   of   the    Ben    Beriah (Fiction). 

Christmas    in    Bethlehem St.    Nicholas — 24:92-98. 

Herbertson,     Asia pp.  52-64. 

Church,    Stories    from   the    Bible (Parts). 

Stoddard,    Lectures,    \'ol.    II pp.  113-224    (Parts). 

**Miller,    Little    people    of    Asia pp.  60-98. 

*Ashton,   Azalim    (A  romance  of  old  Judea) 

Price,    Wandering   heroes pp.  1-68. 

Heermans,    Stories    from    the    Hebrew (Parts). 

*''\Vade,    Our   little  Jewish   cousin 

Suggestio>is:  Locate  this  region  on  the  map.  Draw  it  on  the  blackboard 
on  a  larger  scale.  ( For  such  a  map  see  Tarr  and  AIcMurry,  bk.  Ill,  p.  3/0.) 
Compare  the  latitude  of  the  region  with  that  of  southern  California.  Point 
out  that  its  climate  is  more  nearly  tropical,  though  in  the  same  latitude.  Esti- 
mate its  area  in  square  miles ;  it  is  about  one  hundred  and  forty  miles  long 
and  forty  miles  wide.  Compare  with  the  area  of  California.  Locate  the 
Dead  Sea,  the  River  Jordan,  the  Sea  of  Galilee.  Jerusalem,  Bethlehem,  the 
INIount  of  Olives,  and  Xazareth.  Ask  the  children  to  look  up  stories  in  the 
Old  and  Xew  Testaments  associated  with  each  of  these  places.  Also  have 
the  children  relate  incidents  in  the  career  of  Christ  which  occurred  at  each. 
Require  the  children  to  examine  as  many  of  the  four  gospels  of  the  Xew 
Testament  as  time  permits,  with  a  view  to  determining  what  the  occupations 
and  products  of  the  Holy  Land  were  during  Bible  times.  At  this  point  read 
to  the  children  Herbertson's  Asia  (pp.  52-64).  Contrast  this  description  of 
present  conditions  with  conditions  in  Bible  times,  bringing  out  the  conclusion 
that  while  in  early  times  this  region  was  a  land  "flowing  with  milk  and 
honey/'  it  is  now  a  region  of  ruins  and  the  home  of  a  decadent  people. 

Lesson  Unit  IV:  The  life  of  ^Mohammed,  the  nature  of  the  Koran,  and  the 
past  and  present  limits  of  Mohammedanism. 

READING    LIST: 

Haaren  &   Poland,  Famous  men  of  the  ISIiddle  Ages.,  pp.  80-100. 

Carpenter,  Europe pp.  375-8i- 

Strickland,   True   stories   from   ancient   history pp.  315-19- 

Knox,    Egypt   and   the   Holy   Land pp.  17-2°- 

Knox,    Levant Chaps.    XXII,   XXIII    (Parts). 

Adams,   The   warriors   of  the   crescent ( Parts). ^ 

*Garnett,   Turkish  life  in  town  and   country Chap.   Vll. 

*Gibhon,     Mahomet (A   biography). 

*Lord,   Beacon   lights   of   history 2:23-54. 

Suggestions:  In  connection  with  this  topic  tell  the  children  the  story  of 
Mohammed's  life ;  how  he  was  born  of  the  highest  Arabian  aristocracy,  but 
was  early  left  an  orphan  and  in  poverty ;  how  he  was  reared  by  a  merchant 


50  TEACHERS     HANDBOOK    OF    GEOGR.APHY. 

uncle,  but  under  all  the  intiuences  of  idolatry ;  how  as  a  boy  he  traveled  in 
manv  foreign  countries  with  his  uncle,  and  how  on  these  trips  he  probably 
became  acquainted  with  the  Old  Testament  scriptures.  Tell  how  in  his 
twenty-fifth  year,  as  a  humble  camel-driver,  he  entered  the  service  of  a 
wealthy  and  powerful  widow  whom  he  afterwards  married,  thereby  gaining 
influence  and  the  leisure  necessary  for  study  and  meditation.  At  this  time  he 
began  to  reflect  on  the  prevalence  of  idolatry  among  the  people,  upon  its  de- 
grading influence,  and  upon  the  grossness  of  its  forms  of  worship  until  he 
became  visionary  and  fancied  himself  the  ambassador  of  God  commissioned 
to  root  out  all  idolatry.  Tell  about  the  vision  which  appeared  to  him  in  his 
fortieth  year,  wherein  an  angel  spake,  saying:  "U  ?^Iohammed!  of  a  truth 
thou  art  the  Prophet  of  God  and  I  am  the  Angel  Gabriel."  Show  how  in- 
domitable his  will  was  by  relating  that  after  three  years  of  organized  and 
eloquent  preaching  against  idolatry  he  had  but  thirteen  converts,  one  being 
his  own  servant,  but  in  spite  of  which  he  exclaimed:  "If  the  sun  stood  on 
my  right  hand  and  the  moon  on  my  left  ordering  me  to  hold  my  peace.  I 
would  still  declare  there  is  but  one  God."  To  add  to  his  discouragement  per- 
secution set  in,  and  he  was  forced  to  flee  for  his  life  from  Mecca  to  Medina. 
Bring  out  that  this  flight  ( Hegira.  622  A.  D.)  marked  a  change  in  ]Moham- 
med's  policy,  for  after  this,  instead  of  appealing  to  the  highest  intellectual 
and  moral  elements  of  man,  he  t)egan  to  hold  out  promises  of  Paradise  and 
sensual  joys,  and  by  way  of  contrast  a  frightful  account  of  the  tortvires  of  liell 
to  those  who  died  in  defiance  of  his  religion.  "He  painted  heaven  as  a  land 
whose  soil  was  the  finest  wheaten  flour,  whose  air  was  fragrant  with  per- 
fumes, whose  streams  were  of  crystal  water  or  milk  or  wine  or  honey,  flowing 
over  beds  of  camphor — a  glorious  garden  of  fruits  and  flowers,  whose  inhabi- 
tants were  clothed  in  garments  of  gold  sparkling  with  rubies  and  diamonds. 
who  reclined  in  sumptuous  palaces  of  silken  pavilions  and  on  couches  of 
vuluptuous  ease,  and  who  were  served  with  viands  which  could  be  eaten 
without  satiety  and  liquors  which  could  be  drunk  without  inebriation  ;  yea. 
where  the  blissful  warrior  for  the  faith  could  enjoy  an  unending  youth,  and 
v.'here  he  would  be  attended  by  houris.  with  black  and  loving  eyes,  free  from 
all  clefects,  resplendent  in  beauty  and  grace,  and  rejoicing  in  perpetual 
charms."     (From  "  Mohammed,"  by  John  Lord.) 

Point  out,  however,  that  the  greatest  and  most  momentous  change  which 
resulted  from  the  enforced  flight  from  Mecca  was  the  determination  of  Mo- 
h.ammed  to  force  men  iov  their  own  good  to  accept  the  truth  even  against 
their  will.  Thus  began  the  Mohammedan  policy  of  conversion  by  the  sword, 
which  before  Mohammed's  death  resulted  in  the  conquest  of  the  Arabian 
Peninsula,  and  in  an  incredibly  short  lime  tliereafter  in  the  con(|uest  of 
Syria,  of  Kgypt.  of  Persia,  of  Xorthern  Africa,  of  Northern  India,  and  the 
serious  invasion  of  Europe  from  both  the  east  and  the  west.  Have  the  chil- 
dren work  out  on  outline  maps  the  greatest  extent  of  the  Mohammedan  con- 
quest:  contrast  with  this  the  present  shrunken  limits  of  Mohammedanism. 

Mention  the  fact  in  tliis  connection  that  at  the  present  time  Mohammedan- 


THE    CONTIXEXT    OF     EURASIA.  51 

ism  is  growing-  more  rapidly  than  any  other  reHgion,  not  excepting  Christi- 
anity ;  that  more  than  ten  million  converts  to  ^^lohammedanism  have  been 
made  during  the  past  ten  years  ;  and  that  this  great  growth  is  largely  confined 
to  Africa  and  particularly  to  the  region  of  the  Soudan.  State  also  that  some 
writers  of  repute  prophesy  that  the  great  war  of  the  future  will  be  a  conflict 
for  religious  supremacy  between  Mohammedanism  and  Christianity. 

Regarding  the  Koran,  bring  out  that  it  is  the  sacred  book  of  the  Moham- 
medans; that  in  it  are  comprised  the  revelations  which  ]\lohammed  professed 
to  have  received  from  time  to  time,  either  directly  from  God  or  through  the 
Angel  Gabriel,  and  which,  after  his  death,  had  been  collected  from  the  palm- 
leaves,  bits  of  leather,  stones,  sheep-bones,  and  other  materials  on  which  the 
several  revelations  had  been  written ;  and  that  in  consequence  it  is  made  up 
of  scraps  thrown  together  irregularly  without  any  attempt  at  arrangement  or 
system.  Read  parts  of  chapters  II  and  XXIV  of  the  Koran  to  the  children. 
Compare  similar  passages  describing  the  nature  of  God  in  the  Book  of  Job, 
bringing  out  that  in  dignity  of  language  and  conception  the  Koran  is  greatly 
its  inferior.  A  comparison  of  the  story  of  Joseph  (chap.  XII,  Koran)  with 
the  same  incidents  as  related  in  Genesis  will  show  a  like  inferiority  in 
narration. 


A    STUDY    OF    EUROPEAN    AND    ASIATIC    RUSSIA. 

Map  Locations  (to  be  taught  first)  :  Russia.  Siberia;  Baltic,  Black,  Cas- 
pian, Okhotsk,  Bering  seas ;  Carpathian,  Caucasus,  Elburz,  Hindu  Kush, 
Thian  Shan,  Yablonoi,  Ural  mountains ;  Dnieper,  Volga,  Ural,  Amur,  Lena. 
Yenisei,  Ob  rivers ;  St.  Petersburg,  Moscow,  Vladivostok. 

Lesson  Unit  I :  The  geographical  extent  of  the  Russian  Empire,  its  physi- 
cal features  and  characteristic  products. 

READING   LIST: 

Coe,    Modern    Europe pp.  359-60,    386-90. 

Rupert,  Geographical  reader pp.  267-69. 

Carpenter,    Europe pp.  314-20. 

Herbertson,   Asia pp.   1-6. 

**Pratt,    Northern    Europe pp.  45-53. 

Herbertson,    Europe pp.  29-31,    48-54. 

Smith,    Life    in    Asia Chap.    XXII. 

Youth's  Companion  series,   Northern  Europe pp.   109-22. 

Stevens.   Through   Russia  on   a  mustang pp.  37-48,    62-65,    Chap.    X\"J[. 

Phillips,   All    the    Kussias pp.   198-224. 

Hapgood,    Russian    rambles Chap.    XIII    (Parts). 

Knox,    Russian    Empire Chaps.    XIV,    XV,   XX. 

Kennan,  Tent  life  in  Siberia (Parts). 

Stoddard,   Lectures,   Vol.   \'I pp.  227-336     (l^arts).     . 

*Webster,    General   history   of   commerce pp.  304-9.    47--75- 

*Trotter,    Geography    of    commerce pp.  309-18. 

*Adams,     Commercial     geography pp.  305-1 7-   393-95- 

Suggestions:  To  give  the  children  some  idea  of  the  vastness  of  this  region 
have  them  turn  to  the  map  of  Asia  (p.  134,  advanced  text)  and  estimate  the 
area  of  European  Russia,  comparing  it  with  Europe.  Also  compare  the  area 
of  Siberia  with  the  area  of  Asia.    Turn  to  the  table  of  areas  on  page  157  of 


52  teachers'  handbook   of   geogr.\phy. 

the  advanced  text  and  verify  your  conclusions.  From  data  given  in  this 
table,  compare  the  area  of  Siberia  in  square  miles  with  that  of  South  America ; 
the  area  of  the  whole  of  Russia  with  that  of  the  continent  of  North  America. 
From  the  same  table  estimate  what  portion  of  the  entire  land  surface  of  the 
earth  belongs  to  Russia.  At  this  point  read  to  the  children  the  statement 
regarding  Russia's  size  given  in  the  references  cited. 

In  regard  to  the  physiographical  characteristics  of  Russia  have  the  children 
turn  to  the  map  on  page  112  of  the  advanced  text.  Compare  this  map  with 
the  one  on  page  134.  Observe  that  the  Empire  of  Russia  comprises  all  but  a 
very  small  part  of  the  great  northern  lowlands  of  Eurasia.  Note,  too,  that  the 
rivers  of  Siberia  flow  into  the  Arctic,  and  can  be  of  little  commercial  value 
except  in  their  upper  reaches.  Observe  that  those  of  European  Russia  flow, 
in  the  main,  in  two  directions,  toward  the  north,  into  the  Baltic,  and  toward 
the  south,  into  the  Black  and  Caspian  seas.  From  these  facts  conclude  which 
region  is  likely  to  be  the  last  in  being  populated  and  developed. 

In  climate  and  vegetation  the  vast  area  comprised  in  the  Empire  of  Russia 
is  broken  roughly  into  five  fairly  well  defined  zones: — 

1.  The  Frozen  or  Tundra  Region  : 

Bring  out  here  that  this  is  a  belt  of  vast  morasses  and  cold  swamps  in  the 
extreme  north  of  Russia,  and  that  it  is  sparsely  populated  by  semicivilized 
Laplanders,  who  rely  for  subsistence  on  reindeer  and  on  the  fish  of  the 
streams.     Review  also  the  general  treatment  of  this  subject  given  on  page  9. 

2.  The  Forest  Region  : 

Bring  out  from  the  reading  that  this  region  constitutes  a  belt  several  hun- 
dred miles  wide,  stretching  almost  entirely  across  the  north  central  part  of 
both  European  and  Asiatic  Russia,  and  that  in  many  places  the  timber  growth 
is  so  great  as  to  render  the  forest  impenetrable.  It  should  be  brought  out, 
too,  that,  roughly  speaking,  the  north  temperate  forests  of  Eurasia  are  about 
in  the  same  latitude  as  the  great  forests  of  North  America.  Do  not  permit 
the  children,  however,  to  form  the  erroneous  notion  that  latitude  alone  deter- 
mines the  vegetation  of  the  region,  for  the  growth  of  timber  forests  depends 
first  of  all  on  a  fairly  abundant  and  widely  distributed  rainfall,  and  second, 
on  a  summer  atmosphere  which  is  above  fifty  degrees  F.,  and  that,  in  conse- 
quence, the  land  supporting  tundra  and  forest  follows  no  one  parallel  of  lati- 
tude. Thus,  for  example,  the  forest  region  of  North  America  extends  three 
hundred  miles  north  oi  the  Arctic  Circle  in  Alaska  and  in  the  Mackenzie 
I'asin,  while  in  East  Canada  it  does  not  reach  the  Arctic  Circle  by  five  hun- 
dred miles,  owing  to  the  reduction  of  the  summer  temperature  of  this  region 
by  reason  of  the  ice  masses  of  tlu-  1  ludson  Bay.  It  rises  again  in  Norway  and 
Laplancl.  but  falls  again  in  the  neighborhood  of  the  White  Sea.  These  facts 
art-  shown  fairly  well  on  the  vegetation  map  in  the  advanced  text  (p.  28). 
Bring  out,  therefore,  the  fact  that  many  conditions  besides  latitude  afi'cct  the 
smnmcr  temperature  of  given  regions. 


THE    CONTINENT    OF    EURASIA.  53 

In  addition  develop  the  fact  that  along  the  streams  of  Russia  the  timber 
industry  is  becoming  very  active,  the  export  value  already  reaching  twenty- 
five  million  dollars  yearly.  In  Siberia  lumber  still  gives  place  to  the  more 
profitable  occupation  of  fur  hunting,  an  industry  which  reaches  its  greatest 
proportions  in  the  forests  of  this  region. 

3.  The  Region  of  the  Farm  Lands : 

Locate  this  region  on  the  map.  (The  best  map  of  this  region  in  the  ad- 
vanced text  is  the  one  on  page  28.)  From  the  references  given  bring  out  that 
this  region,  the  famous  "Black  Earth  Region  of  Russia,"  consists  of  a  thick 
layer  of  black  earth  from  three  to  twenty  feet  deep,  and  so  rich  that  it  has 
yielded  good  crops  of  wheat  for  several  generations  without  fertilizing. 

In  your  further  discussion  of  these  references  point  out  that  agriculture  is 
the  leading  industry  of  Russia,  though  through  lack  of  improved  machinery 
and  through  the  ignorance  of  the  peasantry  an  acre  of  farming  land  in  Russia 
is  made  to  produce  only  about  half  as  much  as  an  acre  of  land  in  England  and 
the  Linited  States.  In  spite  of  this,  however,  the  area  under  cultivation  is  so 
great  that  Russia  ranks  next  to  the  United  States  in  her  exportation  of  w'heat ; 
besides,  she  raises  more  flax  and  hemp,  rye,  barley,  and  oats  than  any  other 
country  in  the  world ;  she  ranks  fourth  among  the  sugar-beet  countries ;  she  is 
one  of  Europe's  largest  growers  of  tobacco ;  and  she  also  produces  large 
quantities  of  potatoes,  hay,  cotton,  and  rice.  She  has  ninety  agricultural 
schools  and  many  experimental  farms  under  governmental  control ;  hence 
great  progress  toward  scientific  farming  may  be  reasonably  expected  in  the 
future. 

Trace  out  the  route  of  the  Trans-Siberian  railway.  (See  advanced  text, 
p.  134.)  Note  that  it  passes  through  the  agricultural  region  of  Russia.  Dis- 
cuss its  importance  in  developing  the  resources  of  the  country,  and  particu- 
larly those  of  Siberia.  (Read  Carpenter's  Asia,  pp.  93-101.)  In  this 
connection  refer  to  the  policy  of  the  Russian  Government  in  encouraging  im- 
migration of  the  Russian  peasants  to  Siberia.  Since  1892  the  government 
has  set  aside  nearly  twenty-seven  millions  of  dollars  for  colonization  purposes  ; 
the  committee  having  the  work  in  charge  is  beginning  by  carefully  surveying 
the  Siberian  crown  lands,  with  due  regard  to  the  forests,  which  are  to  be  pre- 
served. Roads  are  being  built,  wells  drilled,  swamps  drained  to  render  habit- 
able and  accessible  large  tracts  of  land  heretofore  regarded  as  uncultivable. 
Thirty-seven  and  a  half  acres  are  assigned  to  each  adult  settler,  besides  which 
he  is  loaned  anywhere  from  thirty  to  eighty  dollars,  repayable  in  ten  to  twenty 
years.  Other  inducements  are  also  given  to  secure  immigration.  Special 
rates  are  made  on  the  railroad,  and  occasionally  teams  are  furnished  to  carry 
the  new-comers  to  their  destination,  while  timber  from  the  state  forests,  and 
farming  implements,  are  furnished  at  small  cost.  By  the  year  1900  the  gov- 
ernment had  erected  in  Siberia  along  the  line  of  the  road  thirty  stations  con- 
taining provisions  and  medical  supplies  for  the  colonists  at  a  cost  approxi- 
mately of  a  quarter  of  a  million  of  dollars.    These  favorable  conditions  have 


54  TEACHERS     HANDBOOK     OF    GEOGRAPHY. 

had  tlie  effect  desired,  and  since  1893  the  number  of  immigrants  entering 
Siberia  have  averaged  one  hundred  and  thirty-seven  thousand  yearly.  (For 
this  and  other  facts  see  article  "Russian  immigration  to  Siberia."  American 
Review  of  Reviews,  July,  1904.) 

4.  The  Steppes,  or  Pastoral  Region : 

The  agricultural  belt  to  the  south,  in  the  neighborhood  of  the  Black  and 
the  Caspian  seas,  shades  off  into  a  region  called  the  "Steppes,"  which  is  not 
so  rich  nor  in  which  rainfall  is  so  abundant,  but  upon  which  wild  grasses 
grow  in  luxuriance  and  where  vast  herds  of  horses,  cattle,  and  sheep  are  to  be 
seen.  From  the  references  to  this  region  bring  out  the  characteristics  just 
mentioned.  Review  also  the  points  brought  out  in  the  general  reading  on  the 
Steppe  region  (p.  lo ).  Read  to  the  children  "The  Steppe."  and  "The  Steppe- 
dwellers  and  their  occupation."  in  Herbertson's  Descriptive  Geography 
('Asia,  pp.  7-1 1 ). 

5.  The  Fruit  Belt : 

On  the  map  of  Eurasia  note  that  the  extreme  southern  part  of  European 
Russia,  that  part  in  the  neighborhood  of  the  Black  Sea.  is  in  about  the  same 
latitude  as  Italy,  and  that  it  has  also  about  the  same  climate.  Travelers  state 
this  region  produces  a  great  variety  of  fruits,  such  as  peaches,  apricots, 
cherries,  grapes,  etc.,  and  that  the  fruit  is  of  a  most  delicious  flavor. 

Lesson  i'liit  II :  Commercial  and  manufacturing  Russia. 

RE.ADING   LIST: 

Carpenter,  Europe pp.  340-61. 

.Stoddard,    Lectures,    Vol.    VI pp.  227-336    (Parts). 

Coe,    Modern    Europe Chap.    XXI    (Parts). 

King,    Northern    Europe ?p.  309-43    (Parts). 

"Webster,   General    history   of   commerce ;)p.  304-g.    472-75. 

'.Adams,    Commercial    geography pp.  372-14. 

'Trotter,  Geography  of  commerce pp.  309-18. 

Suggestions:  Although  Russia  is  still,  in  the  main,  an  agricultural  countr\', 
it  should  be  noted  that  her  mines  and  manufactures  have  greatly  developed 
during  the  last  few  years.  She  now  ranks  first  in  the  world  in  the  production 
of  petroleum,  while  the  annual  product  of  her  factories  alone  is  worth  over  a 
billion  and  a  half  dollars. 

Discuss  our  commercial  relations  with  Russia,  pointing  out  that  while  the 
bulk  of  Russia's  trade  is  with  Germany  and  Great  Britain  the  Ignited  States 
has  a  growing  share,  particularly  in  the  line  of  machinery,  tools,  and  railway 
appliances  and  material,  liring  out  the  advantages  of  position  which  the 
Cnitcfl  States  has  in  regard  to  Siberia  in  C(Minection  with  the  possibilities  of 
trade  with  Russia. 

Lesson  ('nit  111:   Russia's  policy  of  territorial  acquisition. 

READING   LIST: 

Knox.    Russian    Empire Ch.    XIH.   XXL    XXII.    XXIII    (  I'arts). 

Mofifi,    Ilintorical    talcs:    Russian .pp.  300-18. 

Sfrifldard,   Lectures,    Vol.    VI pp.  227-336  (Parts). 


I 


THE    CONTINENT    OF     EURASIA.  55 

SHggcstio)is:  Review  that  part  of  the  treatment  of  "European  and  Asiatic 
Turkey"  (p.  43)  which  bears  on  Russia's  pohcy  of  territorial  acquisition. 
Discuss  the  part  this  policy  played  in  precipitating  the  struggle  with  Japan. 
The  value  of  the  Trans-Siberian  railway  was  discussed  from  the  standpoint 
of  its  effect  on  the  agricultural  development  of  the  country ;  discuss  now  its 
bearing  on  and  use  in  the  Russo-Japanese  war. 

Lesson  Unit  IV :  Russia's  government :  the  condition  of  the  peasant  classes 
viewed  in  the  light  6i  the  present  internal  disorders  (March,  1905). 

READING   LIST: 

Kennan,    Tent    life    in    Siberia (Parts). 

Benedict,  Stories  of   persons   and   places   in  Europe pp.  9-42. 

Taylor,   JSoys   of   other   countries pp.   125-64. 

Henty,    Condemned    as    a    Nihilist (Fiction). 

Cotin,     Elizabeth ( Fiction) . 

Coe,    jlodern    Europe pp.  370-74. 

Stevens,    Through    Russia    on    a    mustang pp.   1-22,84-91,  96-115,  Chaps.  \'II,  \'1I1, 

X,  X1I-XI\',  XXI. 

Rupert,    Geographical    readpr pp.  269-72. 

Phillips,   All    the   Russias pp.  22-24,    68-101,    131-42,    195-97. 

Palmer,    Russian   life  in   town   and   country Chaps.   V,   Vlfl.  IX,  XXI   (Parts). 

Hapgood,    Russian    rambles Chaps.    I,   III 

Laurie,    Schoolboy   davs   in    Russia (Fiction). 

Knox,    Russian    Empire Chaps.     II,    IV,    VII,    IX.     XIII.     X\'I 

(Parts). 

Hilliard.    Lender    the    Black    Eagle (Fiction). 

Graydon.     Exiled    to     Siberia (Fiction). 

Barr,   Michael   and   Theodora (Fiction). 

^Morris,    Historical    tales:    Russian pp.  293-99,    319-28. 

**Wade,    Our    little    Russian    cousin (Parts). 

**George,    Little   journeys    (Russia) (Parts). 

**Miller,  Little  people  of  Asia pp.  262-So. 

Suggestions:  The  points  which  should  be  emphasized  in  connection  with 
this  topic  are  the  following :  The  absolute  power  of  the  Czar,  there  being 
nothing  which  corresponds  to  the  English  Parliament  or  to  our  Congress ; 
that  to  preserve  his  authority  he  has  built  up  an  elaborate  system  of  police 
inspection  and  surveillance ;  that  the  peasant  classes  are  densely  ignorant,  are 
downtrodden  by  the  bureaucracy,  and  for  the  most  part  live  in  a  state  of 
abject  poverty  which  breeds  a  spirit  of  discontent. 


A    STUDY    OF    ARABIA    AND    THE    PLATEAU    OF    IRAN. 

(PERSIA,    AFGHANISTAN,    AND    B.^LUCHISTAN. ) 
ARABIA. 

Map  Locations  (to  be  taught  first)  :  Arabian  Peninsula,  Turkish  Empire; 
Syrian  Desert,  Palestine;  Persian  Gulf.  Red  Sea,  Indian  Ocean;  Mecca, 
]\tedina. 

Lesson  Unit  I:  The  people:  their  occupations,  customs,  and  life. 

READING   LIST: 

*Zwemer.   Arabia:   the  cradle   of   Islam (Parts). 

**Allen,   Children  of  the  palm   lands pp.   115-34. 

Tarr  and  McAIurry,  Bk.  Ill pp.  372-74. 

Carpenter,    Asia pp.  273-82. 

Herbertson,  Asia pp.  65-71. 

Taylor,    Travels   in    Arabia   ( Parts) . 

Headley,   Mountain   adventures .ip.  240-47. 


56  teachers'  haxdbook  of  geography. 

Smith,  Life  in  Asia pp.  273-86. 

Starr,    Strange    peoples np.   118  23. 

French,    Lance    of    Kanana (Fiction;. 

**Andre\vs,  Seven  little  sisters pp.  23-4^- 

** Andrews.   Each  and  all pp.  57-00. 

Kirby.    World    by    the    fireside pp.  274-96. 

**Sha\v,  Big  people  and  little  people  of  other  lands pp.  25-36. 

**Zwenier,    Topsyturvy    land (Parts). 

**Chance,   Little  folks  of  many   lands np.  67-82. 

Suggestions:  The  chief  points  to  be  brought  out  through  a  study  of  the 
maps  of  the  region  and  of  the  references  cited  above  are  the  following : — 

That  the  peninsula  of  Arabia  is  mainly  a  desert  tableland  surrounded  by 
a  broken  rim  of  mountain  ranges  and  fringed  by  a  strip  of  low-lying  coast 
land. 

That  the  central  ])art  is  a  pasture  region  in  which  are  raised  cattle,  horses, 
sheep,  and  camels. 

That  the  country  has  no  rivers  of  importance,  and  that  its  water  supply  is 
derived  in  the  main  from  wells. 

That  the  country  is  sparsely  inhabited  b}-  wild  nomadic  tribes,  who  recog- 
nize little  governmental  control. 

That  the  chief  products  of  the  country  are  fruits,  coffee,  and  dates. 

That  Turkey  claims  political  control  over  the  whole  of  the  peninsula,  with 
the  exception  of  the  British  settlement  at  Aden  and  the  independent  state  of 
Oman  in  the  extreme  southeast,  but  that  she  has  made  her  pretensions  good 
only  along  the  coast. 

That  historically  this  is  the  birthplace  of  Alohammedanism.  (See  "Study 
of  European  and  Asiatic  Turkey,"  p.  49.) 

PERSIA. 

Mop  Locations  (to  be  taught  first)  :  Teheran  ;  Elburz  [Mountains  ;  Persian 
Gulf,  Caspian  Sea;  Mount  Ararat. 

Lesson  Unit  I :  Tlie  ])roducts  of  the  country  and  the  life  of  the  people. 

READING   LIST: 

Carpenter,    Asia pp.  265-73. 

Rupert,  (icographical  reader I)p.  :, 73-82. 

Herbertson,   Asia pp.  82-Q2. 

Youth's   Companion   series,   'J'oward   the   rising   sun....  pp.  129-34. 

.'Mien  and  .Sachtlebcn,  Across  Asia  on  a  bicycle pp.  43-113. 

.Smitli,     I-ife    in    Asia pp.  253-69. 

*'.\nflrcws,   Ten   boys pp.  25-47. 

Hulfinch,  Age   of   fable I)p.  390-94. 

**MiIler,     Little    people    of    Asia pp.  98-116. 

Sh'icn-.aker,    The    heart    of    the    Orient l>p.  90-208. 

Stiggestions:  IJring  out  the  following  facts:  That  Persia  is  an  absolute 
monarchy;  that  in  area  it  is  about  twice  the  size  of  Texas;  that,  like  Arabia, 
it  is  an  elevated  tableland,  with  large  tracts  of  desert  and  salt  plains,  but  also 
having  many  valleys  watered  from  the  mountains  b\-  irrigation  systems,  and 
growing  wheat,  opium,  raw  silk,  cotton,  tobacco,  and  dates;  that  it  is  noted 
for  its  manufacture  of  rugs  and  carpets;  and  that  difficulties  of  transportation 
and  lack  of  capital  dwarf  the  commerce  of  tlu'  country. 


THE    CONTINENT    OF     EURASIA.  57 

AFGHANISTAN    AND    BALUCHISTAN. 

Map  Locations  (to  be  taught  first)  :  Observe  the  location  of  these  coun- 
tries, particularly  with  respect  to  India ;  Kabul,  Khelat ;  Khaibar  Pass. 

Lesson  Unit  I :  The  strategic  importance  of  these  regions. 

READING   LIST: 

Herbertson,   Asia Parts    IV,     V. 

Smith,    Life    in    Asia pp.  270-73. 

Tarr    and    AIcMurry,    Bk.    IJ] pp.  376-77,  390. 

Henty,   To   Herat  and   Cabul (Fiction). 

Suggestions:  These  countries,  for  centuries  comprised  within  the  Persian 
monarchy  and  of  the  same  geographical  characteristics  of  Persia,  are  now 
independent  of  that  country.  Baluchistan  contains  a  number  of  chiefs  who 
are  tmder  the  Khan,  who  in  turn  recognizes  the  protectorate  of  Great  Britain, 
having  placed  the  whole  of  the  country  at  the  disposal  of  the  British  Govern- 
ment for  all  military  and  strategic  purposes.  Afghanistan,  on  the  other  hand. 
is  independent,  though  its  government  is  very  primitive.  Its  importance  is 
due  to  its  position  as  a  "bufifer"  state  between  Russia  and  India.  It  has  been 
the  scene  of  tremendous  conflicts,  as  it  commands  the  Khaibar  Pass,  one  of 
the  important  passes  through  the  moimtains  between  India  and  the  north. 
In  this  connection  discuss  Russia's  policy  of  territorial  absorption  to  the 
south,  and  how  the  interests  of  the  two  great  nations,  Russia  and  England, 
have  conflicted  in  this  region  of  Central  Asia.  Also  bring  out  in  discussion 
that  the  three  countries,  Persia,  Afghanistan,  and  Baluchistan,  comprise  the 
plateau  of  Iran  and  constitute  an  area  about  one  third  that  of  the  United 
States. 


A    STUDY    OF    INDIA    AND    INDOCHINA. 

Map  Locations  (to  be  taught  first)  :  Himalaya  Mountains,  the  Dekkan 
Plateau ;  Western  Ghats.  Eastern  Ghats,  the  Indus,  Ganges,  and  Brahama- 
putra  rivers ;  Calcutta,  Bombay,  Madras,  Benares ;  the  Arabian  Sea,  Bay  of 
Bengal,  Indian  Ocean ;  the  peninsula  of  Hindustan,  Burmah,  Ceylon ;  Balu- 
chistan, Afghanistan,  Persia. 

Lesson  Unit  I:  India  comprises  three  physical  areas:  {a)  the  foothill 
region  of  the  Himalayas,  characterized  by  its  jungles  of  wild  animals,  its 
tea-farms,  and  its  forests  of  oak  and  cedar;  {h)  the  region  of  the  great 
plains,  the  wheat  and  farming  area  of  India,  and  the  seat  of  her  great  popula- 
tion ;  and  (c)  the  region  of  the  Dekkan  Plateau  whose  foothills  of  coffee  and 
grains  shade  into  stretches  of  unreclaimed  forests. 


58  teachers'  handbook  of  geography. 

RKADIXG   LIST: 

*  Adams,  Commercial  geography pp.  J96-405. 

'Trotter,    Geography   of  commerce pp.  3o^-3^- 

*\Vebster,    General    history  of   commerce I  p-  501-;. 

Stoddard,     Lectures,     Vol.     IV PP-  7-3i- 

Smith,    Life    in    Asia pp.  18-32. 

Carpenter,    Asia pp.  209-1 7,  225-33,   2.49-50 

Herbertson,    Asia pp.  135-37.    i70-73- 

Rupert,     Geographical     reader pp.  297-98. 

Knox,    Cevlon    and   India pp.  410-30. 

Tarr    and  "  McMurry.    Bk.    Ill pp.  38r-87. 

Knox,    Siam    and    Java pp.  143-48,     161-76. 

"Oliver    Optic,'    Across    India (Fiction). 

Buttcrworth,     India pp.  108-17,    13858. 

Holcomb,    Bits    about    India PP.  39-51.     74-114- 

**Miller,  Little  people  of  Asia pp.  130-88,    223-61. 

**Shaw,   Big  people   and   little  people  of  other  lands....  pp.  46-52. 

Suggestions:  These  regions  are  fairly  well  shown  on  the  map  on  page  112 
of  the  advanced  text.  Spend  most  of  your  time  in  discussing  the  region  of 
the  great  plain.  Talk  about  the  character  of  the  soil — how  it  is  a  rich  deposit 
washed  down  from  the  mountains  by  the  rivers,  and  how  on  account  of  its 
fertility  and  because  of  the  climate  of  the  region  it  is  particularly  well  adapted 
to  agricultural  pursuits.  Point  out  that  because  of  these  conditions  and  be- 
cause the  region  is  protected  from  invasion  by  the  nomadic  hordes  of  the 
north,  very  early  in  history  it  became  the  seat  of  a  civilized  people  who 
engaged  in  farming.  Bring  out  that  this  region  has  become  the  chief  source 
of  England's  supply  of  wheat,  and  that  the  opening  of  the  Suez  Canal  gave  a 
tremendous  stimulus  to  wheat  cultivation.  Discuss  the  reason.  The  British 
Government  is  doing  much  to  foster  and  improve  the  agriculture  of  this 
region.  Public  departments  which  collect  and  distribute  agricultural  infor- 
mation have  been  established  in  each  province.  Agricultural  schools  and 
experimental  farms  have  been  organized,  and  new  methods  of  farming,  new 
implements,  and  new  fertilizers  have  been  successfully  introduced  in  many 
places.  This  has  not  only  increased  the  total  agricultural  output,  but  has 
cheapened  the  product  as  well.  These  improved  methods  have  made  India  a 
formidable  rival  of  China  in  the  world's  trade  in  tea.  In  China  the  tea  is 
cured  and  marketed  by  hand  processes,  while  in  India  and  Ceylon  there  are 
tea  plantations  of  hundreds  of  thousands  of  acres  where  machinery  of  the 
most  improved  kind  is  used.  The  result  has  been  to  greatly  decrease  China's 
output. 

In  discussing  the  production  of  tea  defer  the  details  regarding  the  method 
of  it.s  cultivation,  curing-,  and  marketing  until  you  take  up  the  study  of  China. 
Point  out  here,  however,  (he  tca-])ro(hicing  regions  not  (»nl\-  of  India  l)Ut  of 
the  world. 

Kcfjuirc  the  children  to  shade  in  these  regions  on  an  outline  inaj)  of  the 
world. 

Discuss  the  effect  on  the  commercial  wealth  of  the  country  of  the  fact  that 
the  religious  beliefs  confine  about  three  fourths  of  India's  population  to  a 
vep^otable  diet. 

In  regarrj  to  the  density  of  po])ulation.  have  the  chiUh-cn  turn  to  the  sta- 
tistics given  on  page  157  of  the  advanced  text.  Estimate  (he  average  density 
of  the  population  of  [ivlia  and  compare  with  lli.if  of  tlic  Cnitcd  .States.     Xote, 


THE    CONTINENT    OF     EURASIA.  59 

further,  that  in  an  area  half  as  great  as  that  of  the  United  States  it  has  a 
population  nearly  as  great  as  the  combined  populations  of  North  America, 
South  America,  and  Africa. 

Lesson  Unit  II :  India  is  a  hot,  unhealthful  region,  and  is  dependent  upon 
the  southwest  monsoon  for  its  rainfall.  The  failure  of  this  monsoon  has  fre- 
quently caused  the  most  appalling  famines,  the  bad  results  of  which  are  now 
greatly  lessened  through  the  extensive  development  of  irrigation  systems  and 
of  railroads,  which  connect  all  the  important  productive  districts  and  trade 
centers. 

CHILDREN'S    READliXG: 

Smith,    Life    in    Asia p.  23. 

Rupert,    Geographical    reader pp.  298-306. 

Tarr    and   McMuriy,    Bk.    JII p.  380. 

Carpenter,    Asia pp.  206-208. 

Herbertson,    Asia pp.   1S6-88. 

Stoddard,    Lectures,    Vol.    ]\' (IParts). 

Butterw orth,     India pp.  290-97. 

Scott,   In   famine   land (Parts). 

("ompton,   Indian  life  in  town  and  country (Parts). 

Suggestions:  In  the  discussion  of  the  monsoons  of  India  for  the  points  in 
the  explanation  which  should  be  clearly  presented,  refer  to  page  8.  Point 
out  that  the  prevailing  winds  are  the  southwest  monsoon  { from  the  south- 
west) in  the  summer  and  the  northeast  monsoon  in  the  winter.  The  direc- 
tion of  these  winds  is  shown  on  map,  page  26  of  the  advanced  text.  Note  that 
the  southwest  monsoon,  blowing  from  the  ocean,  brings  vast  quantities  of 
moisture,  a  part  of  which  is  precipitated  on  the  west  slope  of  the  Ghats  Moun- 
tains. The  remainder  of  the  moisture  is  carried  across  the  plateau  with  no 
great  precipitation,  as  it  does  not  meet  a  sufficient  condensing  medium  until  it 
reaches  the  mountains  of  the  north,  where  most  of  the  water  is  precipitated  on 
the  southern  slopes  of  the  Himalayas,  where  it  feeds  the  Ganges  and  Indus 
rivers.  That  region  near  the  mouth  of  the  Indus  is  called  the  Indian  Desert. 
Can  the  children  tell  why  the  region  is  arid  ?  The  northeast  monsoon,  passing 
as  it  does  aross  a  smaller  body  of  water,  carries  with  it  a  much  smaller  amount 
of  water.  This  it  deposits  on  the  east  coast,  but  not  in  sufficient  quantity  to 
avoid  recourse  to  irrigation. 

Have  the  children  turn  to  map  XIX  in  the  appendix  of  the  advanced  text 
and  observe  the  railroads  of  India.  Note  how  the  grain-producing  districts 
are  tied  together  and  also  joined  to  the  chief  seaports  of  the  country  by  a  net- 
work of  railroads.  Discuss  the  bearing  of  this  on  (i)  the  internal  develop- 
ment of  the  country,  and  (2)  the  seriousness  of  local  famines. 

Lesson  Unit  II:  India  is  the  home  of  Brahmanism  and  the  seat  of  the 
system  of  caste. 

RE.\DING  LIST: 
'*VV^ade,     Our     little     Siamese    cousin 

Holcomb,     Bits     about     India pp.   143-65,    228-48.    264-72. 

Stoddard.    Lectures.   Vol.    I\' (Farts). 

Compton,  Indian  life  in  town  and  country pp.  3-50. 

**Pratt,    Stories   of   India up.   12-50. 

Youth's   Companion   series,   Toward   the  rising  sun....  pp.  9-15. 

Knox,   Siam  and  Java pp.   119-30. 

"Oliver    Optic,"    Across    India     (Fiction) (Parts). 


6o  teachers'  handbook   of  geography. 

Butterworth,   India pp.  3-46,   hS-js,   180-J32,  253-65,  304-20. 

Headley,    Mountain   adventures pp.  257-65. 

Starr,   Strange  peoples pp.   101-17. 

Angus,   The    Eastern   wonderland Chap.    I\',   pp.    107-16. 

Smith,    Lite    in    Asia pp.  39-42. 

Rupert,    Geographical    reader pp.  307-17. 

Tarr  and   McMurry,   Bk.    Ill p.  3S7. 

Carpenter,     Asia pp.  57-59.    234-40. 

Herccrtson,    Asia pp.  154-56. 

Johonnot,   Geographical    reader !)p.  197-202,    210-12. 

Suggestions:  In  discussing  Brahmanism  bring  out  the  fact  that  it  is  th'^ 
ancient  religion  of  India ;  that  it  exists  to-day  only  in  India ;  that  it  is  em- 
braced by  three  fourths  of  India's  population ;  and  that  very  early  it  degen- 
erated into  a  huge  system  of  demonology.  In  connection  with  this  last  point 
tell  the  children  that  according  to  this  faith  the  woods,  fields,  trees,  rivers,  as 
well  as  all  animals,  are  inhabited  by  beneficent  or  malevolent  spirits ;  and 
that  the  religion  recognizes  some  three  hundrd  and  thirty  million  deities,  tho 
images  of  which  are  to  be  found  in  great  numbers  throughout  the  entire 
country.  Have  the  children  relate  the  stories  which  they  have  read  in  the 
references  already  cited  of  the  manner  of  w'orship  of  these  peoples ;  how  it  is 
esteemed  a  religious  rite  to  bathe  in  the  River  Ganges,  of  the  pilgrimages  to 
the  "holy  city"  of  Benares,  and  of  the  caste  system  and  its  practices, — all  to 
be  discussed  in  the  light  of  their  significance  as  seen  by  the  Brahman. 

Since  India  is  likewise  the  home  of  Buddhism,  and  since  this  religion  is 
frequently  confused  with  Brahmanism,  see  to  it  that  the  relation  between  the 
two  religions  is  brought  into  clear  contrast.  The  chief  points  to  note  con- 
cerning this  are  as  follows  : — 

(a)  Buddhism  grew  out  of  a  revolt  against  the  tyrannical  and  idolatrous 
practices  of  the  Brahmans,  and  was  lead  by  Guatama  Buddha,  six  centu- 
ries B.  C. 

ib)  It  spread  over  India,  but  was  driven  out  by  the  religion  it  attempted 
to  supplant ;  that  to-day  the  only  Buddhists  in  India  proper  are  comprised  in 
a  small  sect  in  Bombay ;  that  from  India  the  faith  passed  northward  to 
Tibet  and  eastward  to  Burmah,  Siam,  Anam,  and  thence  to  China  and 
Japan  ;  and  that  it  still  fiourishes  is  these  countries,  though  in  a  modified 
form. 

(c)  It  surpasses  all  religions  except  Christianit\-  in  llie  ])urily  of  its  moral 
teachings,  as  originally  tauglit. 

(d)  In  marked  contrast  to  the  Arabian  method  of  i)ropagating  Moham- 
medanism by  the  sword.  I'uddlia  relied  only  du  i:)reac]iing. 

Lesson  Unit  IF:  India,  together  with  the  islands  of  the  East  Indies,  was 
the  goal  of  all  the  early  European  e.\i)editions  to  the  East,  and  indirectly  led 
to  the  discovery  of  America. 

REAlJiNr,    M.ST: 

Smith,    Life    in    Asia pp.   13-14. 

Stoddard,    Lectures,    \'(il.     IV pp.  9-10. 

lirofjk"*,     Marco     I'olo ('i"he    story). 

Athcrton,  Advcnlurcs  of  Marco   I'olo (TJie    story). 

Johnson,     Ihc    world's    distovcrrrs pp.  3  119. 

(iiirh*.   'Ihc   romance   of  disccvcry (Parts). 

Towlc,  Marco  I'olo (The   story). 


THE    CONTINENT    OF    EURASIA.  6 1 

Towle,    \"oyages   and   adventures   of   \'asco   da   Gania. . 

Lawler,    Tlie    story    of    Cohimbus    and    ^Magellan 

Haaren  snd  Poland,  Famous  men  of  the  Middle  Ages.  pp.  213-18. 

Suggestions:  This  topic  really  draws  on  nothing  which  the  children  have 
not  had  in  connection  with  their  history.  But  it  will  be  of  interest  and  profit 
in  connection  with  geography  to  review  the  study  which  the  children  hav<? 
already  given  to  the  routes  of  trade  of  the  fifteenth  century  between  Europe 
and  the  East ;  the  difficulties  and  dangers  encountered  ;  the  nature  of  the  com- 
modities interchanged  ;  the  story  of  Marco  Polo ;  the  desire  for  a  water  route  ; 
and  the  voyages  of  V'asco  da  Gama  and  Columbus. 

Lesson  Unit  V :  India  is  a  dependency  of  Great  Britain,  and  is  ruled  by  d 
Governor-General,  who  is  appointed  by  the  King. 

READING    LIST: 

Smith,    Life    in    .^sia pp.  33-35,    82-86. 

Rupert,    Geogiaphical    reader pD.   298-306. 

Tarr   and   :McMurry,    Bk.    Ill pp.  388-90. 

Carpenter,    Asia pp.  202-8. 

Butterworth.     India pp.  20-24. 

**Pr£tt,    Stories   of    India pp.  51-70. 

Compton,    Indian   life   in   town   and   country Chap.   1. 

Stoddard,   Lectures,    \'ol.    I\' (Parts). 

Suggestions:   Bring  out  in  discussion  the  following  points : — 

The  King  of  England  is  the  ultimate  authority  in  British  India.  He  ap- 
points a  Secretary  of  State  for  India,  who  is  the  practical  head  of  affairs,  and 
who  resides  in  England.  He  is  assisted  by  a  council  of  from  ten  to  fifteen 
members,  appointed  by  himself  from  among  distinguished  persons  who  have 
lived  in  India.  These  members  live  in  England  and  constitute  an  advisory 
committee  without  ultimate  authority.  To  the  Secretary  and  his  council  is 
intrusted  the  conduct  of  all  business  transacted  in  the  United  Kingdom  in 
relation  to  the  government  of  India. 

In  India  the  executive  authority  is  vested  in  a  Governor-General,  who  is 
appointed  by  the  King,  but  is  under  the  direction  of  the  Secretary  of  State  for 
India.  The  Governor-General,  under  the  sanction  of  this  Secretary,  has 
power  to  make  laws  for  all  British  India. 

Bring  out  also  that  British  rule  in  India,  though  not  free  from  grave  mis- 
takes, has  been  of  incalculable  blessing  to  the  country.  Religious  freedom  is 
protected ;  general  education  is  promoted  with  energy ;  the  people,  continually 
engaged  in  internal  wars  before,  are  now  gathered  under  a  stable  govern- 
ment ;  railway,  telegraphs,  electric  power,  and  factories  have  been  introduced 
— all  as  a  direct  result  of  British  sovereigntv. 


A    STUDY    OF    THE    CHINESE    EMPIRE. 

Map  Locations  (to  be  taught  first)  :  China  proper,  ]\Ianchuria,  Mongolia, 
Chinese  Turkestan,  Tibet;  Amur,  Yalu,  Hoang-ho,  Yangtse-kiang  rivers; 
Canton,  Shanghai,  Hongkong,  Peking ;  Japan,  Yellow,  China  seas ;  the  Great 
Wall,  Grand  Canal. 


62  teachers'  handbook   of   geography. 

Rcvicz^'  (to  be  given  last)  :  On  an  outline  map  of  eastern  Eurasia  locate 
all  of  the  above  places.  Fix  arrows  to  show  the  direction  of  the  prevailing 
rain-bearing  winds  of  the  eastern  and  southeastern  coast.  Shade  in  the  region 
known  as  the  deserts  of  Gobi  and  Tibet.  What  are  the  physical  conditions 
which  cause  these  regions  to  be  arid  ?  Show  by  shading  the  five  provinces  of 
the  Empire :  China  proper,  ]\Ianchuria,  ^Mongolia.  Chinese  Turkestan,  Tibet. 
On  an  outline  map  of  the  world  show  by  shading  the  following :  ( i )  The  tea- 
producing  regions  of  the  world;  (2)  The  rice-producing  regions  of  the 
world  ;  (  3  )   The  silk-producing  regions  of  the  world. 

Lesson  ['nit  I:  China  is  the  oldest  country  in  the  world.  It  had  an  ad- 
vanced civilization  long  before  Europe  emerged  from  barbarism. 

RK.'VDIXG    LIST: 

Cunnyiighani,   Young  people's  liistory  of  the  Chinese. .  (Parts). 
**Pratt,     China pp.  22-25,  30,   75-77. 

Carpenter,     Asia pp.   128-34,    HiMo- 

Knox,    Japan    and    China pp.  385-87. 

Smith,   Life  of  Asia pp.  162-65.    178-79. 

Stoddard,    lectures.    Vol.    Ill pp.  227-28,    3.32  35- 

Van    Bergen,    Story    of    China pp.  112-33. 

Fielde,    Corner    of    Cathay pp.  166-213. 

Butterworth,  Traveler  tales  of  China pp.  55-57. 

**Lee,    When    I    was    a    boy    in    China pp.  63-71. 

**AIiln,   Little    folks   of   many   lands pp.  216-18. 

Smith,    Chinese    characteristics pp.  307-13. 

Holcombe,    Keal    Chinaman pp.  49-53. 

Youth's   Companion   series.   Toward   the   rising   sun....  pp.    ^6-28. 

Allen   and    .Sachtlcben,   Across  Asia   on   a  bicycle pp.   149-234. 

Headland,   The   Chinese  boy  and  girl (Stories). 

Morris,    Historical   tales:    Japan    and    China (Parts). 

Suggestions:  The  references  given  above  are  to  four  points,  each  bearing 
directly  on  the  lesson  unit:  (i)  To  the  enlightened  emperors,  3000  B.  C. ; 
(2)  to  the  building  of  the  Creat  Wall,  illustrating  the  strength  of  a  govern- 
ment which  could  successfully  complete  such  a  great  undertaking;  {3)  to 
Confucius,  as  the  founder  of  China's  ancient  literature;  and  (4)  to  the  im- 
portant inventions  of  the  Chinese  which  illustrate  the  advancement  of  ancient 
China  in  the  mechanical  arts. 

In  connection  with  the  first  point  bring  out  the  story  of  the  wonderful  things 
which  Emperor  Fuhhe  and  his  immediate  successors  did  for  the  advancement 
of  their  people,  nearly  3000  B.  C. ;  how  they  coined  money,  made  maps, 
drained  marshes,  constructed  vessels,  and  encouraged  the  building  of  villages 
and  cities.  I '.ring  out  strongl\'  that  these  reforms  were  inaugurated  fully  two 
thousand  years  before  the  inhal)itanls  of  luirojjc  were  anything  more  than 
primitive  savages  living  in  caves  and  in  the  forests. 

On  the  second  point,  the  (ircat  Wall  of  China,  after  bringing  out  the  details 
of  the  magnitude  of  the  undertaking,  the  purposes  for  whicli  it  was  con- 
structed, and  that  it  lofjk  a  million  men  ten  m, ars  to  build  it,  discuss  the  high 
degree  oi  civilization  refpiired  to  uniti  the  ])coplc  in  an  nndertakng  of  such 
magnituflc. 

Regarding  Confucius  and  the  literature  (»f  ancient  China,  discuss  references 
to  his  life  and  wjitings  with  a  view  to  showing  that  500  B.  C.  China  had  a 
high-grade  literature. 


THE    CONTINENT    OF    EURASIA.  63 

As  another  illustration  of  the  age  and  the  early  development  of  China  take 
the  important  inventions  placed  to  her  credit, — the  art  of  printing,  the  manu- 
facture of  porcelain  and  paper ;  besides,  the  invention  of  writing,  gunpowder, 
and  the  mariner's  compass  were  all  known  to  the  Chinese  long  before  the 
time  of  Christ.  Discuss  their  importance  in  the  industrial  world  and  the 
degree  of  civilization  which  they  indicate. 

In  this  work  the  teacher  must  not  lose  sight  of  the  fact  that  she  is  seeking 
to  establish  in  the  minds  of  the  children  a  feeling  for  the  antiquity  of  the 
Chinese  nation.  She  has  already  referred  to  the  enlightened  reforms  intro- 
duced 3000  years  B.  C. ;  she  has  discussed  the  construction  of  one  of  the 
world's  greatest  wonders — the  Chinese  wall — to  show  the  effectiveness  of  the 
government  two  centuries  B.  C. ;  she  has  presented  the  life  and  work  of  Con- 
fucius, the  founder  of  Chinese  literature,  to  establish  the  fact  that  ancient 
China  possessed  a  high-grade  literature ;  and  lastly  she  takes  up  the  inven- 
tions credited  to  China — all  to  show  in  a  concrete  way  that  at  the  time  when 
Europe  was  but  a  battle-field  for  barbarian  hordes  China  presented  many  of 
the  aspects  of  a  great  and  enlightened  nation  pursuing  the  arts  of  peace. 

Lesson  Unit  II:  China  is  a  densely  populated  country  along  the  seaboard 
and  the  main  waterways  of  the  interior. 

READING    LIST, 

**Pratt,     China pp.  42-47,    67-74,    85-89,   91-98. 

Smith,   Village   life  in   China pp.  i7-i9- 

Smith,    Chinese    characteristics pp.  19-26,   144-51. 

**Andrews,    Seven    little    sisters PP-  57-70. 

Carpenter,    Asia pp.  105-07,    111-20,    134-41.    143-45- 

Krout,  Two  girls  in   China pp.  52-56. 

**Miller,    Little    people    of    Asia pp.  344-46. 

Rupert,    Geographical    reader pp.  282-90. 

Smith,    Life   in  Asia pp.  144-45.    158-60. 

Stoddard,   Lectures,  Vo).   Ill pp.  230-35,  246-49,  268-70,  295-96,  308-14. 

Fielde,    A    corner    of    Cathay pp.  1-13.    14-23. 

Holcombe,    Real    Chinaman pp.  3 1 029. 

Scidmore,  China:  The  long-lived  empire pp.  i4-i5- 

Youth's   Companion   series.   Toward  the   rising  sun....  pp.  29-35. 

*Bunker,   China    pp.  12-15. 

Suggestions:  The  references  cited  under  this  unit  can  be  grouped  around 
three  topics,  each  of  which  affords  the  basis  for  the  drawing  of  an  inference 
as  to  the  crowded  condition  of  the  Chinese  people.  These  topics  are :  ( i ) 
Life  on  the  river  boats;  (2)  Traveler  tales  of  crowded  streets  and  paths; 
and  (3j  Instances  of  the  extreme  economy  of  the  people  in  the  field  and  in 
the  home,  rendered  necessary  by  the  enormous  population  to  be  supported  by 
the  land. 

Concerning  the  first  topic,  bring  out  in  discussion  that  thousands  of  families 
have  been  crowded  oft  the  land  and  forced  to  live  in  houses  built  on  rafts  and 
boats  which  float  on  the  rivers  and  on  the  canals.  A  discussion  of  the  cus- 
toms and  ways  of  these  boat  peoples  and  their  methods  of  earning  a  liveli- 
hood will  serve  to  emphasize  this  thought. 

The  references  to  the  economy  which  the  people  practice  if  discussed  will 
give  the  children  a  vivid  picture  of  the  crowded  condition  of  the  plains  of 
China.     In  concluding  this  unit  draw  a  comparison  between  the  population 


64  teachers'  handbook   of   geogr.-\phy. 

of  the  United  States  and  China,  pointing  out  that  if  the  whole  population  of 
the  United  States  and  forty  millions  more  were  crowded  into  the  State  of 
Texas,  the  density  of  population  would  be  about  equal  to  that  of  the  low- 
plains  of  China. 

Lesson  Unit  II! :  The  Chinese  people,  as  a  whole,  are  characterized  by  con- 
servatism and  nonprogressiveness. 

RliADiA'G    LIST: 

**Andrews,    Seven    little    sisters pp.  65-67. 

Carpenter,  Asia l)p.   107-11,  143-54,   156-57- 

Holcombe,    The    real    Chinaman pp.  80-83,   102-103,    135.    171-79,^16-85. 

Krout,   Two  girls  in   China pp.  49-5I7    59-6o,    75-76,    85-89,    101-102, 

1 12-16,   154-63. 

Knox,   Japan   and    China pp.  3.32-34.    41 /• 

**Lee,    When    I    was   a   boy    in    China pp.  46-49,   50-62. 

**Millcr,    Little   people   in   Asia pp.  307-308,   316-18,   340. 

**Miln,    Little   folks   of   many   lands pp.   190-91,    193-200,   201-15. 

Scidmore.   China:  The  long-lived  empire ]>]>.    14-19.    180-89,   452. 

Stoddard,   Lectures,   \'ol.    Ill pp.  253-58,    305-308,    326-32. 

Fielde,  A  corner  of  Cathay pp.  1-13,  49-70,  94-110. 

**Pratt,   Stories  of  China. ..'. pp.  49-51,     67-70,     129-31,     179-94- 

Smith,    X'illage   life  in   China pp.  44-48,    35-43. 

Smith,    Chinese    characteristics pp.  28-29,33-40,  102-103,  122-24,300-302. 

Smith.    Life    in    Asia pp.   142-44,    166-70. 

\'an   Bergen,    Stories   of   China pp.  44-51.     96-104. 

Youth's   Companion   series.   Toward   the   rising   sun....  pp.  36-44. 

Munroe.    The  Blue  Dragon (Fiction). 

Headland.  Our  little  Chinese  Cousin 

*Bunker,    China    pp.   15-23. 

Suggestions:  The  teacher  can  hiul  in  her  supplementary  reading  a  great 
many  concrete  details  which  will  bring  out  the  idea  of  conservatism  and  non- 
progressiveness  as  applied  to  the  Chinese.  Instead  of  having  the  reading- 
done  in  a  desultory  manner,  it  is  best  to  organize  it  along  a  few  lines,  to  give 
greater  definiteness  and  vividness  to  the  child's  impressions.  The  references 
given  above  have  been  selected  with  this  thought  in  mind.  The  teacher  will 
find  that  the  material  given  above  can  be  organized  under  the  following  heads, 
wliich  best  illustrate  Chinese  love  of  tradition  :  ( i  )  The  practice  of  foot- 
binding;  ( 2j  Methods  employed  in  manual  labor;  (3)  Chinese  ways  of 
transportation  and  their  attitude  toward  the  railroad  1(4)  Ceremonial  life ; 
(5)  Educational  customs  and  practices.  Discuss  as  manv  of  these  topics  as 
time  and  your  facilities  will  permit. 

liring  out  in  connection  with  the  first  tojjic  that  according  to  Chinese  tradi- 
tion if  a  girl  were  to  grow  up  without  conforming  to  the  custom  of  foot- 
Ijinding  slic  would  not  be  recognized  as  a  lady,  and  would  thereby  disgrace 
her  father's  nanu'.  Such  a  force  has  the  custom  become  that  women  undergo 
not  only  inconvenience  but  great  physical  suffering  rather  than  lireak  with 
tradition,  l-jiiphasize  the  Chinese  view  of  the  custom  in  order  to  make  it 
clear  to  the  children  how  difficult  it  is  for  the  Chinese  to  break  awa}-  from 
the  custom. 

Regarding  the  second  topic,  bring  out  the  thought  that  only  the  simplest 
and  rudest  machinery  either  in  the  arts  or  in  agriculture  is  ever  used,  and  that 
the  time  ref|uired  by  hand  processes  makes  everything  intrinsically  costly. 
'I'his  is  particularl\-  apparent  in  connection  with  hi  r  lea  trade,  wliic-h  she  is 
fast  k)sing  because  India  and  Ceylon  have  intro(hu-e(l  lal)or-sa\ing  machinery, 
and  tliertfon-  c.in  prndncc  tea  more  cheaplv. 


THE    CONTINENT    OF    EURASIA.  65 

In  methods  of  travel  China's  conservatism  is  particularly  noticeable.  The 
demands  of  the  millions  of  people  in  Northern  China  are  satisfied,  just  as 
they  were  thirty  centuries  ago,  by  the  two-wheeled  carts  made  without  seats 
or  springs.  In  the  south  the  sedan-chair  is  the  principal  mode  of  conveyance, 
while  in  other  parts  of  the  empire  immense,  wheelbarrows  loaded  with  pas- 
sengers and  goods  are  familiar  sights.  Their  hatred  of  innovation  is  particu- 
larly well  brought  out  in  their  attitude  toward  the  introduction  of  the 
railroad,  related  in  Scidmore's  China:  the  long-lived  empire  (p.  220),  to  the 
efifect  that  after  patronizing  it  for  a  time  the  Chinese  finally  bought  it  from 
its  ov/ners,  tore  up  the  rails  and  threw  them  into  the  river,  and  sent  the  loco- 
motives to  Formosa,  where  they  rusted  on  the  beach.  However,  it  should  be 
brought  out  that  foreign  enterprise  has  finally  succeeded  in  a  measure  in 
overcoming  this  prejudice,  and  that  several  hundred  miles  of  road  are  now  in 
use  in  China. 

A  lesson  can  be  spent  profitably  in  discussing  Chinese  ceremonial  life, 
bringing  out  the  utter  lack  of  reason  in  the  mass  of  forms  and  ceremonies, 
and  how  the  rigid  exaction  of  these  customs  tends  to  retard  the  progress  of 
the  people.  Have  the  children  tell  about  the  quaint  ceremonies  performed 
when  the  child  first  enters  school,  about  the  studies  he  pursues,  and  about  the 
queer  way  the  children  have  of  studying  aloud  and  reciting  with  their  backs 
turned  toward  the  teacher.  Bring  out  in  discussion  that  the  course  of  in- 
struction consists  of  a  study  of  the  writings  of  Confucius,  and  that  while  their 
studies  everywhere  admonish  the  student  to  be  good  and  just  and  honest,  no 
mention  is  ever  made  of  telegraphy,  railroading,  surgery,  or  of  anything  per- 
taining to  present-day  Western  civilization,  and  that  in  consequence  the  many 
years  spent  in  study  in  no  way  fits  the  student  for  the  duties  he  is  expected  to 
perform  in  official  life. 

Throughout  the  discussion  of  this  and  of  all  other  topics  the  teacher  must 
remember  that  she  is  presenting  details  not  so  much  for  their  own  sake  as  for 
the  purpose  of  establishing  the  general  notion  in  the  child's  mind  that  the 
Chinese  people  are  conservative  and  nonprogressive  in  the  extreme. 

Lesson  Unit  IV :  The  conservatism  of  the  Chinese  race  is  largely  due  to 
their  religion  of  ancestor  worship,  which  leads  them  to  cherish  the  past  and 
rhe  ways  of  the  past. 

READING    LIST: 

Butterworth,    Traveler    tales    of   China pp.  58-83.   84-88. 

Holcombe,    Real    Chinaman pp.  123-25,    34-35.    4345.    89-92. 

Krout.    Two    girls    in    China pp.  118-19,    i39--|0,    144-45- 

**Miln,    Little   folks  of   many   lands pp.  189-91. 

**Pratt,    Stories   of   China pp.  126-31,    160-65. 

Smith,  Chinese  characteristics pp.  171-85. 

Smith,   Life  in  ,\sia pp.  163-65. 

Carpenter,    Asia pp.  123-25. 

Fielde,   A  corner  of  Cathay pp.  82-86. 

**Lee,  When   I-  was  a  boy  in   China pp.  t8-2I. 

Stoddard,     Lectures,     \'ol.    Ill p.  302. 

*Bunker,    China    pp.  23-28. 

Suggestions:  Ancestor  worship  has  its  good  and  bad  sides.  In  efifect,  it 
is  a  chain  which  binds  the  present  generation  to  the  generations  of  the  past. 


66  teachers'  handbook   of   geogilaphy. 

The  highest  idea  of  the  present  is  to  imitate  the  past.  This  is  the  explanation 
of  what  at  first  seems  bUnd  and  obstinate  adherence  to  tradition.  In  present- 
ing the  details  given  in  the  reading  references  the  teacher's  presentation  is 
primarily  not  for  the  interest  which  the  details  will  give,  but  on  account  of 
their  significance  in  accounting  for  Chinese  antagonism  to  \\'estern  ways. 

Bring  out  the  good  side  of  this  custom  of  ancestor  worship.  This  lies  in 
the  respect  and  care  which  the  Chinese  people  exercise  toward  their  parents. 
Have  the  children  tell  the  stories  to  be  found  in  the  references  cited  which 
illustrate  the  respect  and  care  which  the  younger  members  of  the  family  show 
to  their  elders.  Have  the  children  draw  a  contrast  between  the  relation  of 
parents  and  children  as  it  exists  in  China  and  America. 

Lesson  Unit  V :  China  is  a  region  which  is  famous  for  its  production  of 
rice,  tea,  and  silk. 

READING    LIST: 

Chamberlain,  How  we  are  fed PP-  70-76. 

**Andrews,    Seven    little    sisters pp.  61-63,    69-70. 

Carpenter,    Asia pp.  56-67,    148-50,    150-52,   200. 

Krout,   Two  girls  in   China pp.  44-45,    67-68,    198-203. 

Smith,   Life  in  Asia pp.   151-56. 

Butterworth,    Traveler  tales    of    China pp.  204-19. 

Beal,    Information    reader.    Vol.    I pp.  252-55. 

**Pratt,  China pp.  51-60. 

Scidmore,    China:    The   long-lived    empire pp.  365-76. 

Chase   and   Clow,    Information   reader,   Vol.    II pp.  49-58. 

Companion    series.    Talks    about    animals pp.   144-49. 

Chamberlain,    How   we    arc   clothed pp.  25-30. 

**Andrews,    Each    and    all pp.  91-95. 

Clifford,  Information  reader.   Vol.   II pp.   19-29. 

•*Kirby,   Aunt   Martha's  corner   cupboard pp.   14-60,    121-34. 

*Wel)stcr,    General    history   of   commerce pp.  491-94. 

*Trotter,  Geography  of  commerce pp.  3 19-24. 

*Adams,  Commercial  geography pp.  414-26. 

*Bunkcr,    China    pp.  28-34. 

Suggestions:  Bring  out  in  the  discussion  of  the  references  on  rice  culture 
how  the  growing  grain  requires  a  great  deal  of  moisture  and  warmth,  how  it 
is  cut  by  hand  in  China,  how  it  is  threshed  out  and  hulled  by  crude  and 
laborious  processes,  how  the  rice  grains  are  polished  to  make  them  more 
marketable,  and  finally,  by  way  of  contrast,  what  improvements  have 
been  introduced  in  its  cultivation  and  preparation  for  market  in  our  own 
country. 

In  beginning  the  discussion  of  the  tea  industry  liave  the  children  relate 
some  of  the  pretty  legends  which  are  told  in  the  tea  countries  of  its  origin. 
Several  of  the  references  given  above  will  furnish  the  material  for  this.  Dis- 
cuss the  tea-shrub,  how  it  is  cultivated  and  the  soil  and  climate  which  it  re 
quires,  and  how  its  leaves  are  picked  and  prepared  and  marketed.  Contrast 
the  mcthofls  employed  in  China  with  those  in  India,  Ijringing  out  that  while 
China's  methods  are  crude  and  laborious  India  has  introduced  the  most  mod- 
ern machinery.  What  is  the  effect  on  the  cost  of  production?  How  will  this 
effect  China's  trade  when  Ijrought  into  competition  with  India?  In  reality 
China's  aversion  to  modern  methods  has  resulted  in  greatly  reducing  her  tea 
trade.     At  this  point  take  a  wider  view  and  learn  sometliing  of  the  world's 


THE    CONTINENT    OF    EURASIA.  67 

demand  for  tea  and  what  countries  are  engaged  in  its  production.    These  con- 
sist in  the  main  of  China,  Japan,  Ceylon,  Java,  and  Natal  in  Africa. 

Sericulture  should  be  treated  similarly.  First,  details  regarding  the  silk- 
worm and  the  manufacture  of  the  product,  and,  second,  the  regions  of  the 
world  producing  the  silk.  It  might  be  noted  that  since  so  much  hand  labor  is 
necessary  in  rearing  and  feeding  the  worms  and  in  reeling  the  silk,  and  since 
labor  is  so  cheap  in  China,  no  nation  can  ever  seriously  compete  with  her  in 
this  industry.  For  instance,  it  could  never  be  extensively  produced  in  the 
United  States  on  account  of  the  high  wages  demanded  by  laborers,  yet  in  its 
manufacture  of  silk  goods  the  United  States  leads  the  world.  Hence  it  is  a 
verv  large  importer  of  the  raw  material. 

A    STUDY    OF    KOREA. 

Map  Locations  (to  be  taught  first)  :  The  peninsula;  Yalu  River;  Seoul; 
Japan;  Yellow  Sea,  China  Sea,  Japan  Sea. 

Lesson  Unit  I :  The  country  and  its  people. 

READING    LIST: 

Gifford,    Everyday   life   in   Korea (I'arts). 

Carpenter,    Asia pp.  76-92. 

Rupert,    Geographical    reader pp.  294-96. 

Herbertson,  Asia pp.  261-64. 

Youth's  Companion   series,   Toward   the   rising  sun.... 1  pp.  53-56. 

Smith,  Life  in  Asia pp.  232-41. 

Starr,    Strange    peoples pp.  76-81. 

Underwood,    Fifteen    years   among  the   Top-knots (Parts). 

Hamilton,    Korea (Parts). 

**Shaw,   Big  people  and  little  people  of  other   lands....  pp.  37-45- 

*Grifiis,  Corea:   The  hermit  nation (Parts). 

*Bishop,    Korea   and    her   neighbors (Parts). 

Suggestions:  Have  the  children  relate  how  Korea  has  been  closed  to  for- 
eigners until  recently,  and  how  the  United  States  forced  the  country  to  open 
its  doors  to  the  West.    Talk  about  the  queer  customs  of  the  people. 

Lesson  Unit  II:  Korea's  place  in  the  present  struggle  between  Russia  and 
Japan. 

READING    LIST: 

Gale,    Korean    sketches (Parts). 

Van   Bergen,   Story  of  Japan pp.  24-28,  79-85. 

Tarr  and  McMurry,   Bk.    Ill P-  405- 

Youth's   Companion   series.   Toward  the  rising  sun....'pp.  45-52- 

Smith,  Life  in  Asia pp-  232-41. 

Hamilton,    Korea (Parts). 

Suggestions:  Point  out  that  because  of  Korea's  position  geographically  she 
is  of  great  value  to  Russia,  China,  and  Japan.  Discuss  the  war  between 
China  and  Japan  (1894)  over  the  control  of  Korea,  and  how  each  of  the  two 
countries  claimed  to  be  guarding  the  interests  of  Korea,  but  that  the  real 
object  of  each  was  to  prevent  the  other  from  seizing  Korea.  Similarly  discuss 
the  present  struggle  between  Japan  and  Russia.  Review  in  this  connection 
the  parts  which  have  a  bearing  on  this  topic  of  the  "Study  of  Turkey"  (p. 
43)  ;  also,  "Study  of  Russia"  (p.  51). 


68  teachers'  handbook   of   geogilaphy. 

A    STUDY    OF    THE    JAPANESE    EMPIRE. 

Map  Locations  (to  be  taught  first)  :  The  location  of  the  islands ;  Formosa, 
Yesso.  and  Hondo ;  Tokyo,  Yokohama,  and  Nagasaki ;  Japan,  Yellow,  and 
China  seas;  Fujiyama. 

Lesson  L'nit  /;  The  Japanese  Empire  comprises  nearly  four  thousand  vol- 
canic islands,  which  stretch  over  a  distance  of  two  thousand  miles.  This 
region  is  subject  to  frequent  and  violent  earthquakes. 

READING    LIST: 

Stoddard,   Lectures,   \'ol.   Ill pp.   7-^^4    (PartsJ. 

Smith,    Life   in    Asia p.   185. 

Carpenter,    Asia pp.   15-19. 

Tarr  and   McMurry,   Bk.   Ill pp.  5-7. 

Johonnot,    Geographical    reader Part   II L 

Clement,     Modern    Japan Chap.   I. 

**George,  Little  journeys   (China  and  Jajjan) (Parts). 

Suggestions:  Turn  to  the  map  in  Tarr  and  Mc^NIurry  (bk.  ill,  p.  6)  on 
which  is  shown  the  distribution  of  the  volcanoes  of  the  world.  Note  that 
while  no  part  of  the  globe  is  entirely  free  from  them,  they  are  most  numerous 
in  a  belt  on  either  side  of  the  Pacific  Ocean.  Note  also  on  this  map  that  the 
chain  of  islands  comprising  the  Empire  of  Japan  lies  directly  and  wholly  in 
this  belt. 

Have  the  children  relate  incidents  of  the  terrible  results  of  earthquakes  and 
volcanic  eruptions.  The  story  of  Vesuvius,  of  the  earthquake  of  Lisbon  in 
1755,  of  Charleston  in  our  own  country  in  1888,  of  the  terrible  earthquakes 
which  Japan  experienced  in  1855  and  in  1894,  and  of  the  eruption  of  Pelee  in 
the  Martinique  Islands  very  recently,  may  be  related  as  illustrations  of  the 
awful  effects  produced  through  these  agencies. 

Do  not  spend  time  on  the  causes  of  volcanoes  and  earthquakes,  as  they  are 
not  yet  well  understood. 

.\n  interesting  line  of  thought  cmild  l)c  taken  u])  at  this  point  by  having 
the  children  hud  iuv  themselves  how  the  natives  of  volcanic  countries  have 
adapted  the  architecture  of  their  habitations  to  avoid  the  danger  from  earth- 
(juakes.  .\s  an  illustration,  Japanese  houses  are  all  low,  of  one  story,  and 
constructed  of  very  light  materials,  on  account  of  this  ever-present  danger. 

Kring  out  akso  that  while  Japan  comprises  only  three  islands  of  any  con- 
siderable size,  yet  the  empire  contains  nearly  four  thousand  smaller  islands, 
which  e.xtcnd  a  distance  of  two  thousand  miles,  and  have  a  climate  ranging 
from  til"  tro()ical  in  the  south  to  one  of  ice  and  snow  in  the  north.  Have  the 
children  turn  to  j)age  157  of  the  advanced  text  and  note  the  area  and  popula- 
tion of  the  Japanese  ICmpire.  Compare  with  California  and  the  Ignited 
States.  Draw  the  conclusion  that  a  population  of  more  than  one  half  that  of 
the  United  States  lives  in  an  area  no  greater  than  tli.-it  of  the  state  of  Cali- 
fornia. 


THE    CONTINENT    OF    EURASIA.  69 

Lesson  Unit  II :  Japan  is  noted  for  its  production  of  sill<,  rice,  and  tea, 
also  for  the  skill  of  its  manufacturers. 

READING  LIST: 

*Trotler,    Geography    of    commerce pp.  326-29. 

Bramhall,   The   wee  ones  of  Japan (Parts). 

**^Iiller,   Little  people  of  Asia pp.  360-405. 

*Webster,    General    history   of    commerce pp.  494-500. 

**George,   Little  journeys   (China  and  Japan) (Parts). 

*Adams,     Commercial     geography pp.  406-13. 

Carpenter,    Asia pp.  59-75. 

Herbertson,    Asia pp.  264,   279-81. 

Starr,   Strange  peoples pp.  88-1 00. 

Angus,  The   Eastern  wonderland pp.  30-34. 

Clement,    Modern   Japan Chaps.    II,    III,    IV. 

**Chance,   Little   folks  of  many  lands pp.  95-112. 

**Allen,    Children    of   the   palm    lands pp.  63-78. 

Stoddard,   Lectures,   Vol.   Ill pp.  7-224   (Parts). 

**Wade,   Our   little  Japanese   cousin 

Suggestions:  Bring  out  in  discussion  that  while  the  surface  of  the  islands 
is  mountainous  and  the  entire  group  volcanic,  yet  the  aboundant  rains  of  the 
region  have  washed  great  quantities  of  fertile  soil  into  the  river  valleys. 
While  less  than  one  fifth  of  the  land  is  under  cultivation  on  account  of  the 
mountainous  nature  of  the  surface,  yet  that  fifth  is  so  carefully  fertilized  and 
tilled  that  it  produces  more  than  enough  to  feed  Japan's  entire  population. 
Review  the  details  regarding  the  production  of  silk,  tea,  and  rice,  which  were 
suggested  in  the  study  of  China  (p.  66).  Bring  out  further  the  following 
points :  that  rice  is  grown  mainly  in  the  coast  lowlands  on  the  west  or  rainy 
side,  and  that  the  grain  is  of  such  a  superior  quality  that  it  is  exported  while 
an  inferior  and  cheaper  kind  is  imported  from  China  for  home  consumption ; 
that  tea-gardens  and  plantations  occupv  the  hillside  areas  in  the  southern 
islands,  the  product  of  which  is  valued  above  that  of  China,  one  kind  indeed 
being  worth  from  five  to  eight  dollars  per  pound;  and  that  the  raw  silk  of 
Japan  is  likewise  of  a  superior  quality. 

Regarding  the  manufacturing  industries  of  Japan,  bring  out  that  they  have 
advanced  wonderfully  in  the  last  few  years.  The  cotton  mills  employ  seventy 
thousand  people,  while  more  than  a  million  are  engaged  in  textile  manu- 
facturing. 

In  connection  with  this  topic  it  might  be  interesting  to  discuss  the  rivalrv 
between  the  United  States  and  England  for  the  rich  trade  of  Japan  and  the 
East.  Until  very  recentlv  England  dominated  the  trade  with  both  Japan  and 
China.  What  advantage  did  the  opening  of  the  Suez  Canal  give  her?  Discuss 
also  the  advantage  of  her  Trans-Canadian  Railroad  with  its  line  of  steamers 
connecting  \'ancouver  and  Yokohama.  America  is,  however,  awakening  to 
the  value  of  her  port  at  San  Francisco  and  its  connecting  railway  and  steam- 
ship lines.  In  1900  the  United  States  nearly  doubled  England's  trade  with 
Japan.  What  will  be  the  efifect  of  the  Isthmian  canal  in  this  trade  rivalr}'? 
The  answer  lies  in  the  fact  that  Japan  wants  our  cotton  chiefly  and  that  the 
canal  will  bring  the  cotton  States  nearer  Japan.  Will  the  canal  divert  Amer- 
ica's trade  with  the  Orient  from  California,  or  will  it  increase  her  share  in  it? 


70  teachers'  handbook  of   geography. 

Lesson  Unit  III :  Japan's  advancement,  which  has  been  extraordinarily 
rapid,  dates  from  the  time  the  United  States  forced  her  to  open  her  ports  to 
the  people  of  the  West. 

READING   LIST: 
**George,  Little  journeys  (China  and  Japan) (Parts). 

Stoddard,   Lectures,  Vol.  Ill pp.  7-224    (Parts). 

Smith,   Life  in  Asia pp.  181-83,    187. 

Carpenter,   Asia pp.  23-24.    3i-33. 

Van  Bergen,   Story  of  Japan pp.  191-206,   207-34,   259-64,  280-84. 

State  series.  Third  reader   (Recent  adoption) pp.  74-79. 

Tarr  and   McMurry,   Bk.   Ill pp.  408-10. 

Youth's   Companion   series.   Toward  the   rising  sun....  pp.  57-76. 

Angus,   The    Eastern  wonderland Chaps.    \TI,  VIII. 

Clement,  Modern  Japan Chaps.    VII,  VIII,   XIX,   XX. 

**Ayrton,  Child  life  in  Japan (Stories).-- 

*Nitobe,   Bushido:  The  soul  of  Japan (Parts). 

Morris,    Historical    tales:    Japan    and    China (Parts). 

Suggestions:  Discuss  the  details  of  Commodore  Perry's  expedition  to 
Japan,  the  reasons  for  it,  and  the  immediate  results.  Talk  about  what  Japan 
was  when  the  expedition  was  made,  and,  by  way  of  contrast,  what  Japan  is 
now.  In  connection  with  this  last  point  many  illustrations  will  occur  to  the 
teacher  which  will  show  Japan's  progress.  Among  them  may  be  mentioned 
the  following :  She  has  recently  built  thirty-five  hundred  miles  of  railroads, 
fourteen  thousand  miles  of  telegraphs,  and  over  fifteen  hundred  miles  of  tele- 
phones. Her  merchant  marine  contains  over  eleven  hundred  steamers, 
nineteen  hundred  sailing-vessels  of  European  type,  and  about  nineteen  thou- 
sand native  craft.  Many  illustrations  can  be  drawn  also  from  Japan's  prog- 
ress in  scientific  agriculture,  from  her  educational  plans,  and  from  her  mili- 
tary prowess,  equipment,  and  skill. 

Lesson  Unit  IV:  Japan  is  ruled  by  an  Emperor,  who,  though  paramount 
and  unquestioned  in  all  matters  of  government,  is  aided  by  a  cabinet  and  by 
two  legislative  bodies. 

READING   LIST: 

Carpenter,    Asia pp.  43-50. 

Tarr  and  McMurry,  Bk.  Ill pp.  407-408. 

Angus,  The  Eastern  wonderland Chap.    X    (Parts). 

'Clement,    Modern   Japan Chaps.   IX,  X. 

Stoddard,   Lectures,  Vol.  Ill pp.  7-224    (Parts). 

••George,  Little  journeys  (China  and  Japan) (Parts). 

Suggestions:  Iking  out  that  the  upper  house  comprises  members  selected 
from  among  tlie  hereditary  nobility  and  from  those  chosen  by  the  Emperor 
for  conspicuous  merit  in  civil  and  military  life ;  and  that  the  members  of  the 
other  are  elected  by  the  people.  The  cabinet  consists  of  nine  ministers  of 
state,  appointed  by  the  Emperor,  and  to  whom  they  are  alone  responsible. 
Compare  with  tlic  Congress  of  our  own  country. 


THE    CONTINENT    OF   AFRICA. 


Map  Locations  (to  be  taught  first)  :  Atlas  Mountains,  African  highlands. 
Kong  Mountains ;  Nile,  Congo,  Niger,  Orange,  Zambesi  (Wer^;  Victoria, 
Tanganyika,  Nyassa(Ta}:es);  Sahara,  Soudan,  Barbary  (stated  (as  a  whole), 
Egypt,  Congo  region,  Abyssinia;  Cairo,  Alexandria,  Pretoria,  Cape  Town, 
Morocco.  Algiers ;  Madeira,  Canary  Islands,  Island  of  St.  Helena,  ^Madagas- 
car;  Cape  Verde,  Cape  of  Good  Hope;  Red  Sea,  Indian  Ocean,  Antarctic, 
Atlantic,  Gulf  of  Guinea,  Suez  Canal,  Mediterranean. 

The  structure  of  the  continent  (to  be  given  next)  :  Have  the  children  turn 
to  the  physical  map  (advanced  text,  p.  144)  and  note  that  the  southeastern 
half  of  Africa  is  a  continuous  plateau  and  that  from  this  great  plateau  three 
roughly  parallel  spurs  extend  far  to  the  northwest — one  along  the  Red  Sea, 
one  through  the  center  of  the  great  lowland  region,  and  one  along  the  At- 
lantic Coast.  Next  note  the  position  of  the  continent  with  respect  to  the 
equator^nd  .the  tropics.  In  consequence  of  its  position,  what  will  be  the 
temperature  of  the  greater  portion  of  the  continent?  Turn  to  the  rainfall 
map  on  page  26  of  the  advanced  text.  Note  the  direction  of  the  prevailing 
wini^s,  and  also  the  region  of  the  greatest  j'ainf.all.  Compare  this  map  with 
the  map  on  page  144  of  the  advanced  text,  noting  the  drainage  systems,  par- 
ticularly those  of  the  Nile^_X^ongo,  Niger,  Zambe^,_and  Orange.  Have  the 
children  model  these  structural  features  in  sand.  As  a  test,  require  them 
to  draw^  outlines  of  the  continent  on  the  board  and  locate  the  equator  and  the 
tropics,  and  put  in  arrows  showing  the  direction  of  the  prevailing  rain-bearing 
winds.  Show  by  shading  the  region  of  highlands  with  the  three  spurs  to  the 
north,  the  regions  of  greatest  rainfall^  of  no  rainfall,  and  the  five  drainage 
basins  already  mentioned.  (This  outline  comprises  all  the  essentials  given 
in  the  advanced  text's  treatment  of  structure,  pp.  145.  146). 


A   STUDY    OF   THE   MEDITERRANEAN    COAST    REGION. 

(BARBARY    STATES.) 

Map  Locations  (to  be  taught  first)  :  Morocco,  Algeria,  Tunis,  Tripoli , 
Atlas  Mountains;  Sahara,  Egypt;  Mediterranean,  Straits  of  Gibrahar;  Ma- 
deira, Canary  Islands. 


72  TEACHERS     HANDBOOK     OF     GEOGRAPHY. 

Lesson  UniLl:  The  inhabitants  of  this  region  are  mostly  }iIohammedans. 
On  the  whole  they  are  treacherous  and  cruel.  Until  recently  this  region  was 
famed  for  its  pirates,  who  exacted  ransom  from  civilized  nations. 

READIICG  LIST: 

Herbertson,     Africa PP-  5-'9- 

Bruce,    Round   Africa PP-  4' -64- 

Knox,     Levant Chaps.   I-IX,   XI-\l\. 

Tarr  and   McMurry,    lik.    Ill pp.  440-43- 

Starr,    Strange    peoples -pp.  123-27. 

Badlam,     Views    in    Africa pp.  483-84,   488-90. 

Rupert,    Geographical    reader pp.  340-41- 

Ingersoll,  The  book  of  the  ocean pp.  171-85     (Parts). 


Suggcstic'iis:  Bring  out  in  discussion  the  fact  that  until  recently  the  ports 
of  these  states  were  infested  with  pirates,  who  in  their  swift  armed  vessels 
would  lie  in  wait  to  capture  and  rob  ships  of  the  Christian  nations,  carrying 
ofif  their  crews  and  passengers  to  be  sold  as  slaves  or  to  be  held  until  ran- 
somed by  the  payment  of  money.  Have  the  details  of  the  exi^loit  of  Lieu- 
tenant Decatur  in  the  port  of  Tripoli  related,  bringing  out  particularly  the 
intolerable  conditions  w  hicli  prevailed  at  that  time  and  which  brought  about 
decisive  action  by  the  United  States. 

Bring  up  the  recent  incident  of  the  capture  for  ransom  of  Mr.  Perdicarus, 
an  American  resident  of  ^lorocco.  to  illustrate  the  treacherous  nature  of  the 
natives  and  the  unsettled  condition  of  their  government  even  in  the  present 
day.  ( For  the  details  of  tliis  capture  see  the  Outlook,  Review  of  Reviews, 
World's  Work,  and  other  magazines  of  a  similar  nature,  for  the  months  of 
May.  June,  and  July.  1904.) 

Regarding  ]\lohammedarnsm,  see  the  "Study  of  European  and  Asiatic 
Turkey"  (p.  49).  Review  the  details  of  the  presentation  therein  suggested. 
Point  out  that  Mohammedanism  is  spreading  very  rapidly  in  .\frica  at  the 
present  time.  More  than  ten  million  converts  have  been  added  to  Moham- 
medan ranks  during  the  past  decade.  The  teaching  of  the  Koran  appears  to 
appeal  very  forcibly  to  the  ignorant  and  superstitions  natives  of  .Africa  be- 
cause of  its  ritualistic  form  of  worship.  The  most  rapid  i)rogress  in  the 
spread  of  the  religion  is  being  made  in  the  Soudan  region. 

Lesson  (  lilt  II:  The  government  and  commercial  importance  of  the  region. 

READLNG    LIST: 

'larr  and   .\lcMurry,   Uk.   Ill pp.  440-44. 

Hadlam,     Views    in    Africa PP.  30-36,   451-500. 

Knox,    Levant Chaps.    MX,    X1-XI\'. 

•Trotter,  Geography  of  commerce p.  348. 

•Adams,    Commercial    geography pp.  455-60. 

Suggestions:  In  summary  bring  out  the  tliougln  that  while  all  of  these 
countries  at  one  time  were  tributary  to  Turkey  she  now  retains  only  Tripoli; 
that  France  is  paramount  in  .Algeria  and  Tunis,  while  Morocco  is  independ- 
ent, owing  t(j  the  jealousies  of  the  great  powers.  Point  out  that  these  coun- 
tries are  only  partially  developed;  that  excepting  northern  .Algeria  and  Tunis 
there  are  no  railroads  and  only  caravan  trails;  and  tlirit  industrial  activity  is 
limitcfl  to  agriculture,  carricfl  on  most  primitively,  and  the  handling  of  desert 
proflucts. 


THE     CONTINENT    OF    AFRICA.  73 

A    STUDY    OF    THE    SAHARA    REGION. 

Map  Locations  (to  be  taught  tirst )  :   Locate  the  region  on  tlie  map. 

Lesson  Unit  I :  It  is  a  region  of  rolhng,  sandy  wastes,  broken  only  at  great 
intervals  bv  oases.  The  desert  is  sparsely  peopled  by  wandering  tribes  of 
Arabs. 

READING   LIST: 

Badlam,    Views    in    Africa pp.   19-29,    366-8S,    496-500. 

Johonnot,    Geographical    reader pp.   187-90. 

Tarr  and   McMurry,   Bk.   Ill pp.  419-21,    427-30. 

Knox,    Levant Chap.    X. 

Sommerville,    Sands  of   Sahara (Parts). 

Youth's   Companion   series,    Under   sunny   skies pp.   108-13. 

Williams,  The  romance  of  modern  exploration pp.   136-59,  205-13,  238-48. 

*Trotter,  Geography  of  commerce pp.  241,    346. 

*Adams,     Commercial     geography p.    461. 

Suggestions:  The  principal  thing  to  be  gotten  from  the  study  of  this  region 
is  the  feeling  for  the  vastness  of  the  desert,  for  its  hardships,  and  for  the 
characteristic  products  and  modes  of  desert  life.  This  can  be  gotten  only 
from  a  reading  of  descriptions  and  of  adventures  which  have  occurred 
therein. 


A    STUDY    OF    THE    REGION    OF    THE    NILE. 

Map  Locations  (to  be  taught  iirst )  :    Alexandria,  Cairo;  Red  Sea,  Medi- 
terranean, Sttez  Canal;  Nile  River;  Sahara. 

Lesson  Unit  I :   The  ancient  civilization  of  Egypt. 

READING   LIST: 

Badlam,    Views    in    Africa pp.   500-505,    516-44. 

Knox,    Egypt   and   the   Holy   Land PP-  9/- 13-.    204-25. 

Rupert,    Geographical    reader PP-  335"38- 

Johnston,    The    Nile    quest (Parts). 

Johonnot,    Geographical    reader pp.  28 7-99. 

Tarr  and   McMurry,   Bk.   Ill pp.  434-36. 

Steevens,    Egypt   in    1898 pp.  223-32,    243-52. 

Arnold,   Stories  of  ancient   peoples pp.   7"79>     152-66. 

Ballou,    Footprints   of    travel pp.   129-35. 

De    Lanoye,    Raineses    the    Great (Parts). 

Ober,  Knockabout  club   (North  Africa) (Parts). 

Stoddard,    Lectures,   \  ol.    II pp.  227-334    (I'arts). 

Brooks,    Chivalric    days op.   i    et   seq. 

Henty,   The  cat  of  Bubastes (Fiction). 

*Adams,     Commercial     geography pp.  453"55. 

Gautier,  The  romance  of  a  mummy ( Fiction). 

Suggestions:  This  topic  is  worth  considerable  attention.  It  can  best  be 
presented  by  discussing  the  visible  remains  of  Egyptian  civilization — the 
pyraniids,  sphinx,  obelisks,  tombs,  etc.  A  description  of  these  features,  bring- 
ing out  the  immense  labor  involved,  the  purposes  of  construction,  the  time 
required  to  complete  the  several  tasks,  etc..  will  give  something  of  an  oppor- 
tunity of  touching  in  a  concrete  way  the  ancient  civilization  of  Egypt.  Point 
out  that  the  records  of  Egypt  which  have  been  preserved  in  monument  and 
temple  go  back  to  the  very  dawn  of  history ;  that  in  fact  Egypt  was  both  the 


74  teachers'  handbook  of  geography. 

most  ancient  and  the  most  durable  nation  the  world  has  ever  seen.  Discuss 
the  reasons  why  Egypt  was  able  to  maintain  its  continuity  of  government  so 
long.  The  explanation  lies  largely  in  its  geographical  situation ;  the  sea  on 
the  one  hand  and  the  great  desert  on  the  other  were  barriers  which  protected 
her  from  her  enemies. 

Associate  with  Egypt  the  familiar  Bible  stories  of  the  region.  (See  "Study 
of  European  and  Asiatic  Turkey,"  p.  48.)  Tell,  or  have  the  children  tell,  the 
story  of  Joseph,  the  story  of  the  Israelites  while  in  Egypt,  and  the  story  of 
their  escape  from  bondage  under  the  guidance  of  the  great  leader,  Moses. 

Lesson  Unit  II:  The  overflow  of  the  Nile  and  its  significance  in  the  agri- 
cultural development  of  modern  Egypt. 

READING  LIST: 

Badlam,    Views    in    Africa pp.  506-1 0. 

Johonnot,    Geographical    reader pp.  56-60. 

Tarr  and  Mc.Murry,  Bk.  Ill pp.  430-34- 

Steevens,    ligypt   in    1S98 pp.  94-105. 

Knox,    Egypt  and  the  Holy   Land pp.  145-57. 

Hale,    Stories   of   discovery pp.  188-201. 

*Fenn.   The  Khedive's  country    ( Part.s; . 

Herbertson,     Africa pp.  3i-57- 

Stoddard,    Lectures,    Vol.    II pp.  280-90. 

Williams,  The  romance  of  modern  engineering (Farts). 

Suggestions:  Bring  out  in  discussion  that  the  Xile  not  only  gives  water  to 
a  rainless  Japd,  but  it  makes  the  soil  of  the  region  ac  wpII  ^  that  it  flows  a 
thousand  miles  without  a  branch  solely  from  the  impetus  it  gdts  frorajthe  rain- 
fall of  the  Abyssinian  Highland^  '{sen  physical  map,  advanced  text,  p.  144)  ; 
thants~flood  plain,-jCQiitaining  millions  of  inhabitants,  is  five  hundred  miles 
long  and^from  five  to  fifteen  miles  wide,  broadening  at  the  deltato~one  hun- 
dred  miles,  and  that  the  resources  of  the  country  are  dependent  wholly  on  the 
overflow  of  the  river.  Egypt's  prosperity,  however^s  being  greatly  increased 
through  the  construction  of  extensive  systems  of  irrigation.  The  coyntry 
has  been  divided Th to  five^circles  ofjrrigation — three  in  the  delta  and  two  in 
upper  Egypt.  A  barragTTias  beeiTbuilt^ across  the  Nile  at  Cairo,  another  at 
Assiout,  and  a  third,  one  and  one  quarter  miles  in  length,  at  Assouan.  B^' 
means  ofjLhese  dam^thp  watfr  nf  fhp  Nilp  k  rnn<;prvpfl  anH  Higfrlhutp.d  to 
parts  of  thejdesert  not  reached  by  the  amiual  overflow.  These  new  dams  (the 
two  latter)  have  added  twenty-five  hundred  square  miles  to  the  cultivable 
area  of  Egypt.  If  properly  controlled,  these  irrigation  systems  will  make 
Egypt  one  of  the  richest  countries  inTHe^vorld.  The  construction  of  these 
dams  is  one  of  the  greatest  engineering  feats  of  the  woflHTand  will  long  be  a 
fitting  monument  to  the  British  occupancy  ot  Egypt. 

Discuss  the  difficulties  overcome  in  the  building  of  these  dams,  also  the 
advantage  to  be  gained  through  the  enterprise.    Bring  out  that  the  products 
which  the  region  grows  in  greatestabundance_aTe^otton^_rJcc 
tobacco,  andtHat  "irrigation  will  greatly  increase  the  output  of  these  products. 

Lesson  Vnit  If!:  The  Suez  Canal  aiifl  is  sicrnificance. 


THE    CONTINENT    OF    AFRICA.  75 

READING  LIST: 

Badlam,    Views    in    Africa pp.  506-16. 

Knox,    Egypt    and    the    Holy    Land PP-  30-37. 

Rupert,     Geographical     reader pp.  323-25. 

Tarr  and  McMurry,  Bk.  Ill pp.  436-39. 

Herbertson,     Africa pp.  57-58. 

l-rith.    The   romance   of   engineering pp.  138   et   seq. 

*  Webster,   General   historj'   of    commerce pp.  390-91,    481,    487,    497. 

"Adams,    Commercial    geography pp.  42-44. 

*Trotter,   Geography  of  commerce pp.  376-77. 

Suggestiujis:  After  the  interesting  details  of  the  construction  of  the  Suez 
Canal  have  been  related,  discuss  its  value  to  the  world's  commerce.  In  this 
connection  turn  to  the  map  on  page  154  of  the  advanced  text.  Compare  this 
route  to  India  and  the  Far  East  with  the  Cape  of  Good  Hope  route  with 
respect  to  distance.  It  has  shortened  the  distance  from  Liverpool  to  Bombay, 
twenty-eight  days ;  from  Hamburg,  twenty-nine  days ;  from  Marseilles,  thirty 
days ;  from  Genoa,  thirty-two  days ;  from  Trieste,  thirty-seven  days ;  and 
from  Alexandria,  forty-three  days.  In  consequence  of  the  opening  of  this 
route  the  IMediterranean  powers  have  recovered  much  of  tlie  commercial 
importance  which  they  had  before  the  discovery  of  the  Cape  routeT"  The 
navigation  problem  which  the  canal  and  the  Red  Sea  presents  has  also  aided 
greatly  in  transforming  the  merchant  marine  of  the  nations  using  this  route 
from  sailing-vessels  into  steamships.  The  Cape  route,  on  the  other  hand, 
was  an  impediment  to  steam  navigation  on  account  of  the  difficulties  in  coal- 
ing for  such  a  long  trip. 


A    STUDY    OF    THE    KONGO    REGION. 

Map  Locations  (to  be  taught  first j  :  This  region  is  that  strip  of  the  con- 
tinent comprised  between  the  Sahara  and  the  Zambesi  River.  Locate  Kongo 
River ;  Tanganyika,  Mctoria,  and  Xyassa  lakes ;  African  Highland ;  Kongo 
State. 

Lesson  Unit  I :  The  climate,  vegetation,  products,  and  inhabitants  of  the 
region. 

READING   LIST: 

Ward,    Five   years   with   the    Congo   cannibals (Parts). 

Badlam,    Views    in    Africa PP-  93-156,     388-451. 

Rupert,     Geographical     reader pp.  345-48. 

Tarr  and  McMurry,  Bk.   Ill pp.  451-58. 

Stockton,  Tales  out  of  school pp.   1-3°. 

Du  Chaillu,    Lost    in    the    jungle (Parts). 

Du  Chaillu,    Equatorial    Africa (Parts). 

Du  (Chaillu,   In  African  forest  and  jungle (Parts). 

Knox,   Central  Africa (Parts). 

Knox,    On   the   Congo (Parts). 

Stanley,    My   dark   companions (Parts). 

Hale,    Stories   of    discovery pp.  202-20. 

Starr,    Strange    peoples pp.   128-34,    I38-4-- 

** Wade,  Our  little  African  cousm ( Parts) . 

Bruce,    Round  Africa Chap.    III. 

Burrows,    The   land   of   the   pygmies (Parts). 

**Chance,  Little  folks   of  many  lands pp.  53-66. 

Herbertson,     Africa pp.  60-99,    135-60. 

Williams,   The  romance   of   modern   exploration pp.  160-204,    214-25. 

**Muller,    The    story   of   Akimakoo,    an    African    boy (A    story). 

Ballantyne,  Gorilla  hunters 


76  TEACHERS'    HANDBOOK    OF    GEOGRAPHY. 

Du  Chaillu,   Stories  of  a  gorilla  country 

Du  Chaillu,    My    Apingi    kingdom 

l'"rost,    Modern    explorers PP-    "4"'oo- 

Jenks,    The    boy's    book    of    explorations Chaps.    I\'-aXI. 

Suggestions:  The  characteristics  of  this  region  can  best  be  brought  out 
through  reading  and  discussing  accounts  of  some  of  the  famous  explorations 
of  this  part  of  the  world.  The  best  book  for  this  part  of  the  work  is  Jenks's 
Boy's  book  of  explorations.  Read  and  discuss  the  expeditions  of  Livngstone. 
Burton  and  Speke,  Baker,  Schweinfurth,  Cameron.  Stanley,  and  Thomson, 
pp.  84-333.  5'ring  out  in  discussion  particularly  the  nature  of  the  climate, 
vegetation,  animal  life,  and  the  products  which  are  largely  forest  products  and 
ivorv/  As  far  as  time  will  permit,  discuss  also  the  natives  and  their  customs 
and  ideas,  and  the  system  of  capturing  and  selling  the  natives  into  slavery 
which  has  long  been  practiced  by  agents  of  the  Arabian  slave-dealers. 


A    STUDY    OF    THE    REGION    OF    SOUTH    AFRICA. 

Map  Location  (to  be  taught  first)  :  Locate  the  region  on  the  map.  The 
term  is  applied  to  that  part  of  the  continent  south  of  the  Zambesi  River; 
Transvaal.  Cape^olony,  Rhodesia  ;  Johannesburg,  Pretoria,  Cape  Town. 

Lesson  Unit  1 :  Stockraising.  agriculture,  and  the  mining  of  gold  and  dia- 
monds are  the  chief  occupations  of  the  country. 

READING   LIST: 

Chamberlain,   How   we  are   fed pp.  226-29. 

Badlam,    \iews    in     Africa , pp.  166-80,      197-207. 

Tarr  and   McMurry.    15k.   Ill * pp.  <146-Si- 

Knox,    Central    Africa pp.  404-17. 

Bruce,    Round    .-Vfrica Chap.    I\  . 

Herbertson,     Africa pp.  193-230. 

*Trotter,  Geography  of  "onimerce pp.  355-50. 

*Adams,    Commercial    geography pp.  470-76. 

Suggestions:  LJring  out  in  the  discussion  of  these  references  that  South 
Africa  offers  an  inviting  field  for  future  commercial  enterprises.  Trotter, 
"Geography  of  commerce,"  p.  355,  says:  "Rich  deposits  of  coal  have  been 
discovered  in  the  Zambesi  basin,  iron  and  other  metals  undoubtedly  exist  in 
great  quantities,  and  the  X'ictoria  Falls  of  the  Zambesi  River  are  scarcely 
second  to  the  Niagara  as  a  .source  of  power.  The  temperate  parts  of  Rho- 
desia and  the  land  further  south  (Cape  Colony)  are  adapted  to  stoekraising 
and  grain-growing.  The  gold  and  diamond  mining  interests  already  form 
leading  iiiTTustries  in  several  sections  of  South  Africa." 

Turn  to  the  map  on  page  144  of  the  advanced  text  and  nntc  the  location 
of  Cape  Tout.  I>ring  out  in  di.scussion  that  by  virtue  of  its  position  at  thi. 
southern  end  of  the  continent  it  is  destined  to  play  much  the  same  part  in  the 
commercial  development  <.f  the  interior  of  South  Africa  tliat  New  York  has 
df)ne  in  the  United  States. 

Lesson  Unit  11:  'i'lie  government  of  South  .\frica,  t(\getlur  with  the 
nativf> — Boers  and  Kaffirs. 


THE    CONTINENT    OF    AFRICA.  ^'J 

READING   LIST: 

Badlam,    Views    in    Africa pp.  208-76. 

Tarr  and  McMurry,    Bk.    HI pp.  444-46. 

Starr,    Strange    peoples pp.   134-38. 

Statham,    Blacks,    Boers,    and    British (Parts). 

Devereux.    Side   lights   on   South   Africa (Parts). 

*Bigelow,   The  children   of  the  nations pp.   153-S3. 

*Doyle,    The   great    Boer    war 

Davis,   With   both   armies  in   South    Africa 

\'an  der  Hoogt,  The  story  of  the   lioers 

Suggestions:  Refer  to  the  recent  war  with  the  Boers,  luring  out  that  until 
recently  the  Dutch  were  paramount  in  South  Africa ;  that  they  settled  Cape 
Town  and  spread  over  the  neighboring  regions ;  that  later  Cape  Colony  fell 
into  British  hands  and  many  of  the  Dutch  inhabitants  "trekked"  northward 
to  a  wild  and  unclaimed  land  where  they  built  their  homes  and  established 
two  republics,  the  Transvaal  and  the  Orange  Free  State ;  that  they  would 
have  been  left  undisturbed  but  for  the  discovery  of  rich  deposits  of  gold, 
which  attracted  British  capitalists;  that  friction  arose  between  the  owners 
and  the  Boers,  and  that  out  of  it  grew  the  war  the  chief  result  of  which  was 
that  the  Transvaal  and  Orange  Free  State  became  in  1900  British  colonies. 
Discuss  some  of  the  important  details  of  this  war.  Read  and  talk  about  the 
picturesque  figure  of  Oom  Paul  Kruger.  Read  parts  of  Olive  Schreiner's 
The  story  of  an  African  farm  for  a  picture  of  the  life  of  the  Boers  and  of 
their  relation  to  the  Kaffirs. 


AUSTRALIA   AND    THE    ISLANDS    OF    THE 

PACIFIC. 


Map  Locations  (to  be  taught  first)  :  Australia,  East  Indies,  New  Zealand, 
Hawaiian  Islands,  Philippines ;  Indian  Ocean,  Pacific  Ocean ;  Continent  of 
Eurasia,  Continent  of  North  America. 

The  structure  of  the  island  continent  (to  be  given  next)  :  Turn  to  the  map 
in  the  advanced  text  (.p.  150)  or  to  the  map  in  Tarr  and  McAlurry  (bk.  Ill, 
p.  462).  Note  the  position  of  the  island  relative  to  the  equator  and  the  tropics. 
What  is  the  inference  regarding  the  temperature  of  the  region?  It  is  said 
that  the  desert  interior  sometimes  reaches  a  temperature  which  is  higher 
than  that  recorded  in  any  other  part  of  the  world  and  a  height  which  if  long 
continued  would  destroy  all  life.  "For  three  months  Captain  Sturt  found 
the  mean  temperature  to  be  over  one  hundred  and  one  degrees  Fahrenheit  in 
the  shade ;  and  the  drought  during  this  period  was  such  that  every  screw 
came  out  of  their  boxes,  the  horn  handles  of  the  instruments  and  combs  split 
up  into  fine  laminje,  the  lead  dropped  out  of  pencils,  their  hair  and  the  wool 
of  the  sheep  ceased  to  grow,  and  their  finger-nails  became  as  brittle  as  glass." 
(Wallace.  Australasia.) 

Note  the  unbroken  character  of  the  coast  line.  Discuss  the  bearing  of  this 
feature  on  the  commercial  activity  of  the  region. 

Next  note  that  the  island  is  fringed  by  a  rim  of  mountains  which  often 
descend  abruptly  to  the  sea,  thus  rendering  the  island  without  extensive 
coastal  plains.  Note  also  that  the  eastern  half  of  the  island  is  much  more 
mountainous  than  the  western.  Turn  to  the  rainfall  map  (advanced  text,  p. 
26).  Observe  that  Australia  lies  within  the  belt  of  the  southeast  trade-winds. 
What  part  of  the  island  will  receive  the  greatest  rainfall?  Verify  by  con- 
sulting the  ma]).  Since  tlK-  mountains  of  the  interior  arc  lower  than  those  of 
the  coast,  what  will  be  true  of  the  rainfall  of  the  interior  as  compared  with 
the  coast?  Verify  by  examining  tlie  map.  Note  the  desert  region  of  the 
island  and  explain  the  conditions  which  liave  made  it  rainless.  Draw  the  con- 
clusion from  your  study  of  the  structure  of  the  island  that  while  the  greater 
portion  of  tlic  region  is  deficient  in  rainfall,  being  either  arid  or  actual  desert, 
there  are  portions  of  the  east  coast  which  receive  sufficient  rainfall  to  support 
a  heavy  forest  growth  as  well  as  enough  for  agricultural  and  grazing  pur- 
poses. 


AUSTRALIA    AND    THE    ISLANDS    OF    THE    PACIFIC.  79 

A    STUDY    OF    AUSTRALIA. 

Map  Locations  (to  be  taught  first)  :  Location  of  the  island  with  respect  to 
the  continent,  with  respect  to  the  East  Indies.  Locate  Sumatra,  Borneo, 
PhiHppines,  Celebes,  New  Guinea,  Moluccas,  New  Zealand,  Hawaiian  Islands, 
Tasmania;  Auckland,  Sydney,  Melbourne,  Adelaide;  Gulf  of  Carpentaria; 
Darling,  Murray  rivers. 

Lesson  Unit  I:  Peculiar  types  of  animal  and  vegetable  life. 

READING   LIST: 

Williams,   The  romance   of  modern   exploration pp.  365-84. 

Stockton,    Tales    out   of   school pp.  S4-6o,    238-40. 

Ballou,  Footprints  of  travel pp.  63-65. 

Carpenter,     Australasia pp.  44-5^. 

Jenks,  Boy's  book  of  exploration pp.  391-430- 

**Pratt,     Australasia PP.  23-31.    65-81. 

Knox,  Australasia pp.  36-56. 

Herbertson,    Australia    and    Oceania Part    III     (Parts). 

Knox,   The   land   of  the   kangaroo pp.  49-66,  83-99,    iiS-30,   146-57,   218-32, 

Kellogg,    Australia    pp.  1 3-74- 

Tarr  and  McMurry,   Bk.   Ill pp.  4^1-85- 

Suggestions:  Bring  out  in  discussion  that  in  Australia  both  the  vegetable 
and  animal  life  present  features  altogether  different  from  that  of  other  con- 
tinents, and  that  in  these  respects  Australia  has  comparatively  little  in  com- 
mon with  the  rest  of  the  world.  Point  out  that  just  as  Asia  has  its  tundras 
and  steppes,  America  its  prairies,  Africa  its  deserts,  so  Australia  has  one 
feature  of  vegetation  peculiar  to  itself,  and  that  is  its  "scrubs."  The  refer- 
ences cited  above  will  bring  out  the  character  of  this  growth.  Read  to  the 
children  the  account  of  the  terrible  hardships  experienced  by  two  Australian 
pioneers  who  were  lost  in  the  "bush."  (See  Wide  World,  April,  1899;  also, 
Jenks,  citation  above.) 

The  animal  life  of  the  region  presents  greater  anomalies  and  peculiarities 
than  even  the  plants.  One  group  of  animals,  those  with  pouches,  are  pecul- 
iarly Australian,  as  the  only  representative  in  any  other  part  of  the  world  is 
the  opossum  of  America.  This  group  is  quite  varied,  consisting  of  pouched 
bears,  pouched  kangaroos,  which  live  in  the  trees  like  monkeys,  and  the  larger 
kind  which  are  confined  to  earth.  Besides,  there  are  curious  animals  w^hich 
lay  eggs  like  birds,  as,  for  instance,  the  platybus  and  echidna.  Discuss  the 
habits  of  these  animals  and  bring  out  the  characteristics  which  they  have  in 
common,  yet  which  isolate  them  from  the  remainder  of  the  animal  world. 

Lesson  Unit  II :  The  aborigines  of  Australia — the  Bushmen. 

READING   LIST: 

Ballou,    Footprints    of    travel pp.   71-80. 

Carpenter,    Australia pp.  60-65. 

**Pratt,    Australasia pp.  45-64. 

Knox.   Australasia pp.  81-joo. 

Herbertson,    Australia    and    Oceania Part   III    (Parts). 

Knox,    The   land   of  the   kangaroo pp.  75-78,    100-14,    131-45- 

Rupert,    Geographical    reader pp.  358-64. 


So  teachers'    handbook     of    GEOGR.APHY. 

Suggcsthiis:  Bring  out  in  connection  with  this  topic  that  the  aborigines  of 
Australia  differ  widely  from  the  native  races  of  other  countries.  Like  the 
plants  and  animals  of  this  country,  they  are  the  remnants  of  an  ancient  and 
unknown  age.  Xo  theory  concerning  their  origin  has  yet  been  satisfactorily 
proven.  The  natives  are  without  traditions,  without  monuments,  and  with- 
out writings,  and  hence  their  origin  is  shrouded  in  complete  mystery.  Point 
out  that  these  peoples  are  held  to  be  the  most  primitive  people  now  existing, 
and  that  they  are  living  in  a  stage  of  culture  corresponding  to  the  old  stone 
age  of  primitive  European  man.  Although  inhabiting  a  land  rich  in  ores,  the 
use  of  metals  has  remained  unknown  to  them.  They  have  no  knowledge  of 
pottery,  and  have  never  made  earthenware  vessels  in  which  to  cook  their 
food.  They  have  no  taste  for  form  or  delicacy  of  fancy  in  the  ornamentation 
of  their  woven  work.  Only  in  one  respect  are  they  in  advance  of  European 
cavemen, — namely,  in  the  possession  of  a  domestic  animal,  the  dingo.  Bring 
out  that  these  people  are  nomads,  and  that  they  have  neither  cattle  nor  horses 
nor  any  kind  of  draught  or  riding  animals ;  that  they  are  so  low  down  in  the 
scale  of  intelligence  as  not  to  be  able  to  count  more  than  five;  and  that  they 
are  incapable  of  forming  abstract  ideas,  and  therefore  have  no  words  in  their 
language  to  express  them.  Yet  they  show  remarkable  skill  in  the  chase.  Dis- 
cuss here  the  boomerang, — how  it  is  constructed,  how  thrown, — and  relate 
incidents  to  show  the  children  what  skill  they  have  acquired  in  using  it. 

The  last  point  in  this  connection  to  be  brought  out  is  the  fact  that  the 
aboriginal  population  of  Australia  is  becoming  relatively  very  small,  and  that 
in  consequence  Australia,  unlike  most  other  countries,  is  practically  without 
a  "race  problem."  Point  out  that  the  adjustment  of  relation  between  white 
man  and  black  is  one  of  the  hard  problems  of  the  United  States,  of  Africa, 
and  of  India,  whereas  in  Australia  the  aborigines  are  of  such  inferioritv  and 
relatively  .so  few  in  point  of  numbers  as  to  merely  call  for  kindlv  considera- 
tion and  to  present  no  ])roblem  at  all  to  the  statesman. 

Lesson  Unit  III:  The  characteristic  products  and  occupations  of  the 
country. 

Ki:.\I)I.\G    LIST: 

ISall'tu,    I'Ddtprints    ot    travel pp.  62-80. 

Carpenter,     .\ustralia pp.  24-34,    39-44.    79-82. 

Ilcrbcrtson,    Australia    and    Oceania vp-  98-99,  101-103,  1 14-18,  J20  21,  131-3J. 

"I'ratt,  Australasia pp.  95-102. 

Knox,  The  land  of  the  kangaroo p.  173-89,    298-318. 

•IJiKolow,   The   children   of  the   nations l)p.  314-30. 

Kuncrt.    (Geographical    reader pp.  355-58. 

Ktllogg,    Australia.. pp.  52-74. 

'Wehstcr,   (icnrral   history  of  commerce pp.  500-501. 

'Trotter,  Geography  of  commerce pp.  -jsg-es. 

*.\dan)s,  '■ommercial   geography pp.  435-44. 

Snggcstioiis:  I'liinl  out  that  of  tlie  two  gnat  shi'cp-rcaring  centers  of  the 
world,  -Australia  and  .Argentina,  lioth  arc  at  ahdut  c(|ual  distances  south  of  tlie 
equator  and  have  essentially  the  same  climate.  ( iive  an  idea  of  the  magnitude 
of  the  industry  (see  reference  to  Carpenter,  Australia),  bringing  out  that  in 


AUSTRALIA    AND    THE     ISLANDS    OF    THE     PACIFIC.  8 1 

1901  the  production  of  wool  amounted  to  more  than  five  hundred  million 
pounds,  as  against  four  hundred  million  pounds  in  Argentina. 

Australia's  trade  in  frozen  mutton  since  cold-storage  plants  have  been  put 
into  the  vessels  of  the  steamship  lines  has  developed  to  enormous  proportions, 
amounting  now  to  more  than  $18,000,000  annually.  Inasmuch  as  the  trans- 
portation is  almost  wholly  by  water,  the  cost  is  very  slight.  On  this  account 
mutton  is  frequently  sold  in  London  at  less  than  four  cents  per  pound.  Note 
the  other  countries  besides  Argentina  and  Australia  which  are  largely  en- 
gaged in  sheep-raising.  (See  Tarr  and  McMurry,  bk.  Ill,  p.  526.)  Note 
the  rank  of  Australia  in  the  world's  production  of  wool.  Compare  with  our 
own.  Have  the  children  shade  in  on  outline  maps  the  wool-producing  regions 
of  the  world. 

In  connection  with  the  production  of  gold  take  up  the  details  of  placer  and 
quartz  mining.  (  See  handbook,  part  I,  unit  No.  2,  "Pacific  Region."  )  Bring- 
out  that  Australia  is  still  a  great  gold-producing  region,  outranking  the 
United  States,  and  standing  next  to  South  Africa  in  its  output.  Ownng  to 
the  lack  of  water,  hydraulic  mining  has  never  been  carried  on  in  Australia  as 
in  California.  By  way  of  summary  discuss  the  gold-bearing  regions  of  the 
world,  and  have  the  children  shade  in  an  outline  map  showing  these  regions, 
(See  Tarr  and  McMurry.  bk.  Ill,  p.  530.) 


A    STUDY    OF    NEW    ZEALAND. 

Map  Location:  (to  be  taught  first):  Auckland,  Wellington;  Tasmania, 
Australia. 

Lesson  Unit  L.     The  state  experiments  in  government. 

READING    LIST: 

Carpenter,    Australia ■. pp.   73-90    (Parts). 

Francis,   The  isles  of  the  Pacific Chaps.    IV,    V,    \T. 

*Bigelow,   The   children   of   the   nations pp.  314-29. 

*Reeves,     State    experiments    in     Australia     and    Xew    Zealand. 
*Lloyd,   A   country   without   strikes. 

Suggestions:  New  Zealand,  and  in  a  lesser  degree  Australia,  is  attracting 
the  attention  of  the  world  because  of  the  experiments  in  state  government 
which  are  there  being  tried.  Its  people  have  passed  a  state  compulsory  arbi- 
tration law  which  has  done  away  entirely  with  strikes,  which  were  very 
frequent  before  the  passage  of  the  law.  They  have  organized  a  state  bureau 
of  labor  which  acts  as  an  intermediarv  between  employers  of  labor  and  the 
unemployed.  In  seeking  to  provide  labor  for  the  unemployed  this  bureau, 
when  necessary,  advances  carfare  to  those  who  must  travel  a  distance  to 
secure  employment.  In  times  of  drought  or  calamity  the  government  in- 
augtirates  a  system  of  public  work  for  the  purpose  of  giving  the  men  a  chance 
to  earn  a  little.    For  more  than  ten  years  the  right  of  suffrage  has  been  ex- 


82  teachers'  handbook  of  geogpl^phy. 

tended  to  ever>-  woman  citizen  over  the  age  of  twenty-one.  In  1898  the 
country  passed  a  law  granting  pensions  to  aged  people  who  were  poor  and 
unable  to  work.  Discuss  these  points  with  the  children  of  the  upper  grades. 
Compare  with  our  own  government  in  these  particulars  and  emphasize  the 
high  ground  which  Xew  Zealand  has  taken  in  all  these  matters. 


A   STUDY    OF   THE   EAST    INDIES. 

Map  Locations  (to  be  taught  first)  :  The  Group;  Borneo,  Sumatra,  Java, 
Celebes,  Aloluccas,  Philippines;  Singapore,  Batavia,  ^Manila;  China  Sea, 
Strait  of  Malacca. 

Lesson  Unit  I:  The  East  Indies  are  volcanic  in  origin  and  are  subject  to 
violent  earthquakes.  Politically,  these  islands,  with  the  exception  of  the 
Philippines  and  parts  of  Borneo  and  Timor,  are  the  possession  of  Nether- 
lands, and  comprise  what  is  called  the  Dutch  East  Indies. 

RiiADING    LIST: 

Tarr  and   Mc.Murry,   Bk.   Ill pp.  480-82. 

Kellogg,     Australia pp.  350-54- 

Carpenter,    Australia pp.  222-23,    226-28. 

Knox,  Siam  and  Java pp.  374-86,    425-28. 

*15igelo\v.   The   children  of  the   nations pp.   153-68. 

Higginson,  Java:  The  pearl  of  the  East pp.  28-30,   37-45. 

Johonnot,   Geographical   reader pp.  336-37. 

Suggestions:  For  the  discussion  of  the  volcanic  nature  of  these  islands  see 
suggestions  under  "Japan"  (p.  68). 

Regarding  the  point  that  most  of  these  islands  are  colonies  of  the  Nether- 
lands, bring  up  for  discussion  their  commercial  value  to  the  home  country. 
As  a  matter  of  fact,  these  colonies  afford  the  chief  basis  of  Holland's  exten- 
sive foreign  commerce.  Four  fifths  of  their  products  are  sent  to  her  for  con- 
sumption and  reforwarding,  w^hile  in  exchange  the  islands  receive  large  quan- 
tities of  cottons  and  other  goods.  The  Dutch  Government  also  receives  an 
import  tax  of  six  per  cent  and  a  small  export  tax  on  nearly  all  articles  except 
sugar.     (See  "Study  of  the  Kingdom  of  the  Netherlands,"  p.  22.) 

Lesson  Unit  II:  The  East  Indies  have  long  been  famous  for  their  produc- 
tion of  spices,  though  coffee,  tea,  rice,  and  tobacco  are  important  products  of 
some  of  the  islands.  It  was  the  desire  for  these  valuable  spices  particularly 
which  led  Europe  during  the  Middle  Ages  to  send  many  expeditions  to 
the  East. 

klLADING    LIST: 

("arpcntcr,     Australia pp.  224-27,  238-48,  254-56. 

("Ii.isc   and    Clow,    Stories  of   industry,    Vol.    11 pp.   149-55. 

KclloKK.     Australia pp.  366-68,    374-78. 

Mcrlicrtson,     Australia pp.  7-11,   29-31,   32-35. 

Youth's   Coiniianion   scries,   Toward  the  rising  sun pp.  115-28. 

Knox,  Siam  and  Java pp.  387-93,     41 1-2 1. 

"Allen,    (.hjldrcn    of    the    palm    lands |i|i.   135-68. 

\Siliiams,   The    romance   of   modern   exploration pp.   :i9-35. 

**\S'adc,    Our    little    l)rown    c-ousin 


AUSTRALIA    AND    THE    ISLANDS    OF    THE    PACIFIC.  83 

Suggestions:  These  references  give  in  considerable  detail  the  methods 
Avhich  the  inhabitants  employ  in  producing  and  marketing  nutmegs,  indigo, 
pepper,  rice,  tobacco,  sago,  cloves,  etc.  These  references  should  be  read  and 
discussed  in  the  class. 

For  suggestions  regarding  early  European  voyages  to  this  region,  see  the 
treatment  of  India  (p.  60). 


A    STUDY    OF    THE    PHILIPPINE    ISLANDS. 

Map  Locations  (to  be  taught  first)  :  The  situation  of  the  group;  Luzon, 
Mindanao,  Negros ;  Manila ;  China  Sea ;  East  Indies. 

Lesson  Unit  I:  The  Philippines,  comprising  nearly  four  thousand  islands, 
for  four  hundred  years  one  of  Spain's  richest  colonies,  is  now  a  dependency 
of  the  United  States. 

READING  LIST: 

'Alexander,   A   brief   history   of  the   Philippines (Parts). 

Carpenter,    Australia pp.   153-61. 

Halstead,    The    Philippine    Islands (Parts). 

Carroll    and    Jerome,    Philippines pp.  196-99. 

**George,  Little  journeys  (Hawaii  and  the  Philippines)..  Part   II,   pp.  1-88. 

Knapp,    Story    of    the    Philippines pp.   13-40,    162-86. 

Kellogg,     Australia pp.  378-83. 

Lawler,    The    story    of    Columbus    and    Magellan 

'Lodge,   The   war   with    Spain 

Towle,    Magellan 

MacCiintock,    The    Philippines pp.  69-75. 

Youth's   Companion,    Greater   America pp.  67-84,    ioS-19. 

Hale,    Stories   of    discovery pp.  59-85. 

Stevens,    Yesterdays   in   the   Philippines (Introduction). 

Van   Bergen,   Tales  of  our  new  possessions (Parts). 

Brooks,   The   story   of   our   war   with    Spain (Parts). 

Butterworth,     Story    of     Magellan pp.  182-235. 

Johnson,    The    world's    discoverers pp.  119-77. 

*Bigelow,  The  children  of  the  nations pp.  45-73,    84-93. 

Herbertson,    Australia    and    Oceania pp.  22-23. 

*Robinson,    The    Philippines (Parts). 

Suggestions:  Spain's  claim  to  this  group  of  islands  dates  from  their  dis- 
covery by  Alagellan,  who  sailed  in  the  interest  of  Spain.  Have  the  children 
recall  the  details  of  Magellan's  expedition,  and  particularly  the  incidents 
which  occurred  in  these  islands.  Point  out  that  this  group  of  islands  has  re- 
mained under  the  dominion  of  Spain  continuoush'  until  the  recent  Spanish- 
American  war. 

Have  the  children  read  and  relate  the  well-known  incidents  which  led  up 
to  the  outbreak  of  the  war ;  of  the  battle  of  Manila  Bay ;  of  the  conquest  of 
Cevera's  fleet  in  the  West  Indies ;  and  the  most  important  provisions  of  the 
treaty  of  peace  which  terminated  the  war.  On  this  last  point  bring  out  that 
under  this  treaty  Spain  gave  up  all  claim  to  Cuba ;  that  she  ceded  to  the 
United  States  Porto  Rico  and  all  other  of  her  islands  in  the  West  Indies,  the 
island  of  Guam,  and  the  Philippine  group.  On  the  other  hand,  because  Spain 
had  incurred  obligations  on  behalf  of  these  islands,  the  peace  commission 
decided  that  the  United  States  should  pay  Spain  the  sum  of  twenty  million 
dollars  bv  wav  of  remuneration. 


84  teachers'    handbook    of    GEOGR.APHY. 

Lesson  Unit  II:     The  present  government  of  the  islands. 

READING   LIST: 
**George,  Little  journeys  (Hawaii  and  the  Philippines)..  Part  II,  pp.    10-15. 

Knapp,   Story  of  the  Philippines pp.  273-86. 

MacClintock,   The   Philippines pp.  97-i03- 

Youth's   Companion,    Greater   America pp.  98-ioS. 

Starr,    Strange    peoples pp.  156-63. 

Stevens,    Yesterdays    in    the    Philippines (Parts). 

\'an   Bergen,   Tales  of  our   new  possessions (Parts). 

(Tarpenter,   Australia pp.  153-70    (Parts). 

*Roosevelt   and   Taft,   The   Philippines 

*Robinson,    The    Philippines pp.  282-313. 

Suggestions:  From  the  above  reading  bring  out  that  a  governor,  appointed 
by  the  President  of  the  United  States,  and  a  commission  of  seven  members 
are  in  direct  control  of  the  islands.  Point  out  in  the  discussion  that  while  at 
present  the  commission  makes  all  the  laws  not  made  by  Congress,  it  is 
expected  that  in  a  few  years  there  will  be  a  legislature,  the  lower  house  of 
which  will  be  elected  by  the  people.  There  will  also  be  two  delegates  selected 
by  this  legislature  to  represent  the  islands  in  the  Congress  at  Washington. 
Further,  it  should  be  noted,  there  are  provincial  governments  each  having  a 
governor,  a  treasurer,  a  supervisor,  a  secretary,  and  a  prosecuting  attorney. 
The  duties  of  each  are  discussed  in  the  references  cited. 

The  government's  scheme  of  educating  the  natives  in  order  to  make  them 
capable  of  self-government  should  be  discussed. 

Lesson  Unit  III:  Rice,  sugar,  and  hemp  are  the  chief  agricultural 
products  of  the  islands. 

READING  LIST: 

Carroll  and  Jerome,   Philippines pp.   196-207. 

* 'Chance,    Little   folks  of  many  lands pp.  83-94. 

MacClintock,    The    Philippines pp.  42-45,    64-68. 

Knapp,   Story  of  the   Philippines pp.  208-19,   240-50. 

^^)ufh's  Companion    series.   Toward   the  rising   sun....  pp.   104-14. 

"Wade,  Our  little  Philippine  cousin (Parts). 

Kno.N,    Ceylon    and   India pp.  37-120. 

Nlillcr,    Philippine    folklore    stories (Parts). 

"Kirljy,   Aunt   ilartha's  corner   cupboard pp.   121-34. 

Carpenter,   Australia pp.   153-206    (Parts). 

llerbertson,    Australia    and    Oceania j)p.  2429. 

*Robinson,   The    Philippines ( Parts). 

*Adanis,     Commercial     geography pp.   174-77. 

*Trotter,  Geography  of  commerce pp.  162-65. 

Suggestions:  Describe  the  methods  employed  by  the  natives  in  these  in- 
<iustries.  and  also  give  a  notion  of  the  importance  of  the  output  of  each. 
Refer  to  the  discussion  of  rice  culture  in  connection  with  the  treatment  of 
China  ip.  C/\). 


A    STUDY    OF    THE    HAWAIIAN    ISLANDS. 

Maf^  Locations  (to  be  taught  first)  :  Locate  the  group  with  respect  to  its 
advantageous  position  commercially.  Locate  Oahu,  Hawaii,  Molokai,  Hono- 
lulu, Hilo;  Manna  ]x)a. 

Lesson  Liiit  I:  'l"lie  climate,  vegetatidii,  and  characteristic  ])n)(lucts  of 
this  region. 


AUSTR.ALIA     AXD    THE     ISLANDS    OF    THE     PACIFIC.  85 

READING   LIST: 

•    *Trotter,  Geography  of  commerce pp.   166-69. 

*Adams,    Commercial    geography pp.   170-73. 

*Carpenter,  America  in  Haiwaii pp.  120-32. 

**Carroll,     Philippines pp.  208-26. 

Krout,    Hawaiian    Islands (Parts). 

Twombly,    Hawaii pp.   13-28. 

Pratt,    Australasia pp.   184-91,    192-202. 

Youth's   Companion,    Greater   America pp.   148-55. 

Francis,    Isles   of  the   Pacific pp.   167-88. 

**\Vade,   Our   little   Hawaiian   cousin (Parts). 

**George,  Little  journeys  (Hawaii  and  the  Philippines).,  pp.   1-87. 

■    Musick,  Hawaii ( Parts) . 

**Kirby,   Aunt   Martha's  corner   cupboard pp.  61-75. 

Carpenter,    Australia pp.   134-48. 

Herbertson,    Australia    and    Oceania pp.   180-92. 

Suggcstio-}is:  Bring  out  here  that  the  islands  are  conspicuous  for  high 
volcanic  mountains  and  for  fertile  plains  and  valleys ;  that  the  climate,  which 
is  healthful  and  agreeable,  is  about  ten  degrees  cooler  than  any  other  land  in 
the  same  latitude,  owing  to  the  northeast  trade  winds ;  that  the  rainfall  is 
copious;  and  that  raw  sugar  is  the  staple  product,  though  rice  and  bananas 
are  the  next  most  important  crops. 

The  position  of  the  Hawaiian  Islands  at  the  crossing-point  of  all  the  trade 
routes  of  the  central  Pacific  (see  map,  advanced  text,  p.  154)  puts  them  in 
close  touch  with  America.  Asia,  and  Australia.  Discuss  the  advantages  ot 
this  position.  Discuss  the  probable  effect  of  the  opening  of  the  Isthmian 
canal  on  Hawaii's  commercial  future. 

Lesson  Unit  II:  The  history  of  the  islands  and  their  acquisition  by  the 
United  States. 

READING   LIST: 

Krout,    Hawaiian    Islands (^Paris). 

Twombly,    Hawaii pp.  328-79. 

Youth's   Companion,    Greater   America pp.   131-40. 

**Pratt,     Australasia (Parts) . 

Francis,  Isles  of  the  Pacific (Parts). 

**George,  Little  journeys  (Hawaii  and  the  Philippines).,  pp.  11-18,    34-50. 

*Alexander,    Brief  history   of   Hawaii (Parts). 

Carpenter,    Australia pp.   127-34. 

*Carpenter,  America  in  Hawaii (Parts). 

Kellogg,    Australia pp.  418-31. 

Suggestions:  Discuss  the  details  of  the  revolution  which  resulted  in  the 
resignation  of  Queen  Liliuokalani,  1893;  the  formation  of  a  provisional  gov- 
ernment :  the  attempt  of  President  Cleveland  to  reinstate  her  and  its  failure , 
the  organization  of  a  republic  under  President  Dole :  the  danger  to  the 
republic  from  the  Royalist  party  ;  and  the  incidents  leading  up  to  the  annexa- 
.tion  by  the  United  States,  August,  1898.  Then  take  up  briefly  a  discussion  ot 
the  form  of  the  present  government  of  the  islands,  bringing  out  the  fact  that 
its  government  closely  resembles  that  of  existing  territories  in  having  n 
governor  and  a  corps  of  executive  officers,  a  legislature  of  two  branches,  and 
a  judiciary  consisting  of  a  supreme  court,  circuit  court,  and  inferior  courts: 
that  Hawaii  is  entitled  to  a  delegate  in  the  House  of  Representatives,  with 
the  right  of  debate,  but  not  of  voting ;  and  that  the  islands  are  under  the  tariff 
laws  of  the  United  States,  so  they  have  the  same  free  trade  with  the  several 
States  that  any  State  or  Territory  of  the  Union  enjoys. 


BOOK   LIST. 


Note  of  Explanation:  The  following  are  the  books  which  have  been  referred  to  in  Part  U 
of  the  handbook.  For  convenience  in  ordering  the  list  prices  and  publishers  are  given.  In  almost 
every  case  a  considerable  discount  is  allowed.  The  series  which  the  teacher  should  purchase  first 
and  which    is    referred   to   in  the  preface  is  given  at  the  end  of  this  list. 

Adams,  C.  C.    Textbook  of  commercial  geography.    $1.30.    Appleton. 
Adams,  W.  H.  D.    Warriors  of  the  crescent.    $1.50.    Appleton. 

Alexander,  W.  D.     Brief  history  of  the  Hawaiian  people;  Brief  history  of  the  Philip- 
pines,   ea.  $1.50.    American  Book  Company. 
Allen,  A.  E.    Children  of  the  palm  lands,    soc.    Educational. 
Allen,  T.  G.,  and  Sachtleben,  W.  L.    Across  Asia  on  a  bicycle.    $1.50.    Century. 
Andrews,  Jane.    Each  and  all ;  Seven  little  sisters ;  Ten  boys.    ea.  50c.    Ginn. 
Angus,  D.  C.    Eastern  wonderland.    75c.    Cassell. 

Arnold,  E.  J.     Stories  of  ancient  peoples,    soc.    American  Book  Company. 
Arnold,  S.  A.,  and  Gilbert,  C.  B.     Stepping  stones  to  literature ;  a  third  reader.    60c. 

Silver. 
Ashton,  Mark.    Azalini:  a  romance  of  old  Judea.    $1.50.    Page. 
Atherton,  Edward,  ed.    Adventures  of  Marco  Polo.    65c.    Appleton. 
Ayrton,  Mrs.  M.  C.     Child  life  in  Japan.     20c.     Heath. 
Badlam,  A.  B.    Views  in  Africa.    See  World  and  its  people  series. 
Baldwin,  James.    Fifty  famous  stories  retold.    35c.    American  Book  Company. 
Baldwin,  James.     Old  Greek  stories.     45c.     American  Book  Company. 
Ballantyne,  R.  M.     Erling  the  Bold.     $1.     Nelson. 
Ballantyne,  R.  M.    Gorilla  hunters.    $1.    Burt. 
Ballou,  M.  i\I.    Footprints  of  travel.    Soc.    Ginn. 
Barr,  Mrs.  A.  E.  H.     Michael  and  Theodora.    75c.     Bradley. 
Bates,  K.  L.     Spanish  highways  and  byways.    $2.25.     Macmillan. 
Beal,  E.  A.    Foods  and  beverages.     (Information  reader  No.  i.)     60c.     Boston  School 

Supply  Company. 
Benedict,  E.  S.     Stories  of  persons  and  places  in  Europe.    $1.25.    Alacmillan. 
Besant,  Sir  Walter.    Story  of  King  Alfred.    35c.    Appleton. 
Bigelow,  Poultney.    The  children  of  the  nations.    $2.    McClure. 
Bird,  Robert.     Joseph,  the  dreamer.    $1.50.    Scribner. 
Bishop,  Mrs.  I.  L.  B.    Korea  and  her  .neighbors.    $2.    Revell. 
Blaisdell,  A.  F.     Stories  from  English  history.     40c.     Ginn. 
Bonner,  John.    Child's  history  of  Spain.    2  vols.    $2.    Harper. 
Bosworth,  G.  F.    Alfred  the  Great.    40c.    Macmillan. 
Boulger,  D.  C.     Belgian  life  in  town  and  country.    $1.20.     Putnam. 
Bouvet,  Marguerite.     Bernardo  and  Laurette.     $1.     McClurg. 
Boyesen,  H.  H.     Modern  Vikings  ;   Norseland  tales ;   Boyhood  in   Norway,     ea.  $1.25. 

Scribner. 
Bramhall,  M.  S.    Wee  ones  of  Japan.    $1.00.    Harper. 
Brochner,  Jessie.    Danish  life  in  town  and  country.    $1.20.    Putnam. 
Brooks,  E.  S.     Boy  of  the  first  empire.    $1.50.     Century. 

Chivalric  days,  $1.25;  Historic  boys,  $1.20.     Putnam. 

Story  of  our  war  with  Spain.     $1.50.     Lothrop. 


88  TEACHERS'    HANDBOOK    OF    GEOGRAPHY. 

Brooks.  Xoah.     Marco  Polo.    $1.50.     Century. 

Browne.  Maggie.    Chats  about  Germany.    75c.    Cassell. 

Bruce.  C.    Round  Africa.    60c.    Cassell. 

Bulfinch.  Thomas.    Age  of  fable.    $1.50.     Lee. 

Bunker,  Frank  F.    China.    20c.    San  Francisco  State  Normal  School. 

Burrows.  Guy.    The  land  of  the  pygmies.    $3.    Crowell. 

Butterworth.  Hezekiah.  Storj^  of  Magellan,  $1.50,  Appleton ;  Traveler  tales  of  China, 
$1.50,  Estes ;  Zig-zag  journeys,  Estes :  Around  the  world,  $2; 
British  Isles.  $1.50;  In  Europe,  $1.50:  Northern  lands,  $1.50: 
Classic  lands;  India,  ea.  $1.50,  Estes. 

By  land  and  sea.    See  Companion  series.       , 

Carpenter,  E.  J.    America  and  Hawaii.    $1.50.    Small. 

Carpenter.  F.  G.    Asia,  60c. ;  Australia,  60c. :  Europe,  70c.     .\merican  Book  Company. 

Carroll.  S.  W.,  and  Jerome,  H.  L.    Boys  and  girls  of  the  Philippines.    60c.    Morse. 

Chamberlain,  J.  F.    How-  we  are  clothed ;  How  we  are  fed.    ea.  40c.    Macmillan. 

Chance,  L.  M.    Little  folks  of  many  lands.    45c.     Ginn. 

Chase,  .^nnie.  and  Clow,  E.     Stories  of  industry.     2  vols.     ea.  40c.     Educational. 

Church.  -A.  J.     Heroes  of  chivalry  and  romance,  $1.75;   Stories  from  English  history, 
$1.25;  Stories  from  the  Bible,  2  vols,  ea.,  $1.25  ea.  Macmillan. 
Pictures  from  Greek  life  and  story,  $1.25.     Putnam. 

Clement.  E.  W.     Handbook  of  Modern  Japan.    $1.40.     McClurg. 

Clifford,  H.  W.  Every-day  occupations.  (Information  reader  No.  3.)  60c.  Boston 
School  Supply  Company. 

Coe,  F.  E.     Modern  Europe.    See  World  and  its  people  series. 

Cole,  G.  A.  J.    The  Gipsy  road.    $1.75.    Macmillan. 

Compton.  H.  E.     Indian  life  in  town  and  country.    $1.20.     Putnam. 

Cottin,  Mme.  S.  R.     Elizabeth;  or.  The  e.xiles  of  Sil)eria.     25c.     Hurst. 

Cox,  Sir  G.  W.    Tales  of  ancient  Greece.    $1.25.    McClurg. 

Crosland,  N.    Stories  of  the  city  of  London.    Allen,  London. 

Cunnyngham,  W.  G.  E.    Young  people's  history  of  the  Chinese.    $1.    Revcll. 

Dallin,  C.  M.     Sketches  of  great  painters.    90c.     Silver. 

Davis,  R.  H.    With  both  armies  in  South  Africa.    $1.50.    Scribner. 

Davis.  S.  M.  H.     Norway  nights  and  Russian  days.     $1.25.     Fords. 

Dawson.  W.  H.     German  life  in  town  and  country.     $1.20.     Putnam. 

Devereux,  Roy.    Side  lights  on  South  Africa.  $1.75.    Scribner. 

Dodge,  M.  M.    Hans  Brinker,  $1.50,  Scribner;  Land  of  pluck,  $1.50,  Century. 

Doyle,  A.  C.    The  great  Boer  war.    $1.50.    McClure. 

Du  Chaillu.  P.  B.  Lost  in  the  jungle,  $1;  Equatorial  Africa,  $1.75;  My  Apingi  King- 
dom, $1  :  Stories  of  the  gorilla  country,  $1,  ea.  Harper.  Land  of 
the  long  night,  $2;  Ivan  the  Viking,  $1.50;  In  African  forest  and 
jungle.  $1.50,  ea.     Scribner. 

Eggleston,  G.  C.    Strange  stories  from  history.    6oc.    Harper. 

Eliot,  George.    Romola.    7Sc.     Burt. 

Emery,  M.  S.    How  to  enjoy  pictures.    $1.50.    Prang. 

Endicott.  Myles.     Stories  of  the  Bible.     3  vols.     ca.  6oc.     Educational. 

Everett,  — .     In  fair  Granada. 

Farmer,  L.  H.    Boys'  book  of  famous  rulers.    $1.50.    Crowell. 

I-'cnn,  G.  M.     The  Khedive's  country.     $2.     Cassell. 

Fielde,  A.  M.    Corner  of  Cathay.    $3.    Macmillan. 

Firth,  E.  M.    Stories  of  old  Greece.    30c.    Heath. 

Francis,  B.    The  isles  of  the  Pacific.    75c.    Cassell. 

l-'rcnch.  H.  W.     Lance  of  Knnana.     $l.     Lothrop. 

Frith,  Henry.     The  romance  of  engineering.     $1.25.     Ward.  London. 


BOOK     LIST. 


89 


Frost,  Thomas.     Modern  explorers.    $1.     Cassell. 

Gale,  J.  S.    Korean  sketches.    $1.    Revell. 

Garnett,  L.  M.  J.     Turkish  life  in  town  and  countrj-.    $1.20.     Putnam. 

Gautier,  Theophile.    Romance  of  a  mummy.    $1.25.     Lippincott. 

George,  M.  M.    Little  journe3-s.    See  Library  of  travel  series. 

Gibbon,  Edward.    Mahomet.    6oc.    Houghton. 

Gifford,  D.  L.    Every-day  life  in  Korea.    $1.25.    Revell. 

Gilman,  Arthur.     Magna  Charta  stories.     $1.     Lothrop. 

Graydon,  W.  M.     Exiled  to  Siberia.    $1.25.     Putnam. 

Greater  America.    See  Companion  series. 

Grenell,  Zelotes.    The  sandals.    40c.    Funk. 


Griffis,  W.  E. 


The  romance  of  discovery. 


Guerber,  H.  A. 


See   Descriptive 


Corea :  the  hermit  nation,  $2.50,   Scribner 
$1.50,  Wilde. 

Legends  of  the  Rhine,  $1.50,  Barnes;  Story  of  the  chosen  people,  60c., 
Story   of  the   English.   65c. ;    Story   of   the   Greeks,   6oc. :    American 
Book  Company. 
Haaren,  J.  H.,  and  Poland,  A.  B.     Famous  men  of  the  Middle  Ages.    50c.     University 

Publishing  Company. 
Hale,  E.  E.     Stories  of  discovery;  Stories  of  the  sea.    ea.  $1.    Little. 
Hall,  Jennie.    Viking  tales.    35c.     Rand. 
Halstead,  Murat.     Story  of  the  Philippines.    $2.    Dominion. 
Hamilton,  Angus.     Korea.    $1.25.     Scribner. 
Hapgood,  L  F.     Russian  rambles.    $1.50.    Houghton. 

Our  little  Chinese  cousin.     See  Little  cousin  series. 
Chinese  boj^  and  girl.    $1.     Revell. 
Mountain  adventures.    $2.     Scribner. 
Heermans,  J.  W.     Stories  from  the  Hebrew.    42c.     Silver. 

Henty,  G.  A.     Beric  the  Briton,  $1.50;   The  cat  of  Bubastes,  $1.50;   Condemned  as  a 
Nihilist,  $1.50;  To  Herat  and  Cabul,  $1.25,  Scribner. 
J.     Man  and  his  work.     8oc.     Black. 
D.     Europe ;   Asia  :   Africa ;   Australia,  and   Oceania. 

geographies  from  original  sources. 
Spanish  life  in  town  and  country.     $1.20.     Putnam. 
Higginson,  Mrs.  S.  J.    Java:  the  pearl  of  the  East.    75c.    Houghton. 
Hilliard,  A.     Under  the  Black  Eagle.    $1.     Scribner. 
Holcomb,  H.  H.     Bits  about  India.     $1.     Presb.   Bd. 
Holcombe,  Chester.    Real  Chinaman.    $2.    Dodd. 
Home,  O.  B.,  and  Scobey,  K.  L.     Stories  of  great  artists.     40c. 
Hough.  P.  M.    Dutch  life  in  town  and  country.    $1.20.    Putnam. 
Hoyt,  D.  L.    World's  painters  and  their  pictures.    $1.25.     Ginn. 
Hurll,  E.  M.    Raphael.     (Riverside  art  series.)     50c.    Houghton. 
Ligersoll,  Ernest.    Book  of  the  ocean.    $1.50.     Century. 
Ingraham,  J.  H.    The  pillar  of  fire.    $1.    Burt. 

Irving,  Washington.    Alhambra  ;  ed.  by  Alice  White,  45c.,  Ginn  :  Sketchbook,  75c.,  Burt. 
Jenks,  Tudor.    Boy's  book  of  explorations.    $2.    Doubleday. 
Johnson,   W.   H.     The   world's   discoveries.     $1.50.     Little. 
Johnston,  A.  F.    Joel:  a  boy  of  Galilee.    $1.    Little. 
Johnston,  Sir  H.  H.     The  Nile  quest.     $1.35.     Stokes. 

Johonnot,  James.     Geographical   reader,  $1  :    Stories  of  other  lands,  40c. ;   Ten  great 
events   in   history,   54c.,   ea.     American   Book   Company. 
Australia.    See  World  and  its  people  series. 
Tent  life  in  Siberia.    $1.25.     Putnam. 


Headland,  I.  T 
Headland,  I.  T 
Headley,  J.  T. 


Herbertson,  A. 
Herbertson,   F. 

Higgin,  Louis. 


American  Book  Co. 


Kellogg.  E.  M.  C. 
Kennan,  George. 


King,  C.  F.     Northern  Europe.    See  Picturesque  geographical  readers  series. 


90  teachers'   handbook  of  geography. 

Kenj-on,  W.  J.     Scandinavia.    20c.     San  Francisco  State  Normal  School. 

Keysor.  J.  E.  Antonio  Correggio ;  Michael  Angelo ;  Raphael;  (Great  artist  series.) 
pa.  ea.  loc.    Educational. 

Kirby,  Mary  and  Elizabeth.    World  by  the  fireside,  $1.75,  Nelson;  Aunt  Martha's  corner 

cupboard,  40c.,  Flanagan. 

Knapp,  Adeline.    Story  of  the  Philippines.    See  World  and  its  people  series. 

Knox,  T.  W.    Boy  travelers.    See  Boy  travelers  series. 

Knox,  T.  W.    Land  of  the  kangaroo.    $1.50.    Wilde. 

Konrad.  the  little  Swiss  boy.    40c.    Educational. 

Krout.  M.  H.  Alice's  visit  to  the  Hawaiian  islands,  45c. ;  Two  girls  in  China,  45c., 
American  Book  Company. 

La  Rame,  Louise  de.  Bimbi,  75c.,  Lippincott;  A  dog  of  Flanders,  45c.,  Educational; 
Child  of  Urbino,  50c.,  Estes. 

Laurie.  Andre.    Schoolboy  days  in  France;  Schoolboy  days  in  Russia,  ea.  $1.    Estes. 

Lawler,  T.  B.    The  story  of  Columbus  and  Magellan.    40c.    Ginn. 

Lee,  Yan  Phou.    When  I  was  a  boy  in  China.     60c.     Lothrop. 

Lent,  W.  B.    Across  the  country  of  the  little  king.    $1.25.    Bonnell. 

Lodge,  H.  C.    The  war  with  Spain.    $2.50.    Harper. 

Lloyd,  H.  D.    A  country  without  strikes.    $1.    Doubleday. 

Lynch,  Hannah.    French  life  in  town  and  country.    $1.20.     Putnam. 

Lytton,  E.  G.  Bulwer.    Leila.    $1.    Rand. 

MacClintock,  Samuel.     The  Philippines.    40c.     American  Book  Company. 

Martineau,  Harriet.    Feats  on  the  fjord.    8oc.     Macmillan. 

Miller,  J.  M.     Philippine  folklore  stories.     6oc.     Ginn. 

Miller,  O.  T.    Little  people  of  Asia.    $2.50.    Button. 

Miln.  L.  J.     Little  folks  of  many  lands.     $4.     Scribner. 

Morris,  Charles.  Historical  tales  :  English  ;  German  ;  Greek  :  Japan  and  Cliina  ;  Russian  ; 
Spanish,    ea.  60c.    Lippmcott.    ■ 

Muller.  Mary,  pseud.    Akimakoo,  story  of  an  African  boy.    35c.    Flanagan. 

Munroe,  Kirk.    The  blue  dragon.    $1.25.    Harper. 

Musick,  J.  R.    Hawaii:  our  new  possessions.    $2.75.    Funk. 

Niebuhr,  B.  G.     Greek  heroes.    25c.     Cassell. 

Nitobe,  Inazo.     Bushido,  the  soul  of  Japan.     $1.     Leeds. 

Norris,  O.  M.    Nadya:  a  tale  of  the  steppes.    $1.25.    Revell. 

Northern  Europe.    See  Youth's  Companion  series. 

Ober,  F.  A.    Knockabout  club  in  North  Africa.    $1.25.    Estes. 

Optic,  Oliver.    Across  India.    $1.25.    Lee. 

Oxley,  J.  M.    Romance  of  commerce.    $1.25.    Crowell. 

Palmer,  F.  H.  E.  Austro-Hungarian  life  in  town  and  oounlry  :  Russian  life  in  town  and 
country,    ea.  $1.20.    Putnam. 

Parmele,  M.  P.    A  short  history  of  Germany.    6oc.    Scribner. 

Philipps,  E.  C.    All  the  Russias.    750,    Cassell. 

Pratt,  M.  L.    See  People  and  places  here  and  there  series. 

Price,  L.  L.    Wandering  heroes.    50c.    Silver. 

Pyle,  Howard.    Otto  of  the  silver  hand.    $2.    Scribner. 

Ragozin.  Z.  .\.  Frithjof,  the  Viking  of  Norway,  60c.,  Harison ;  Siegfried  and  Beowulf, 
$1.50.    Putnam. 

Redway,  J.  W.    Commercial  geography.    $1.25.    Scribner. 

Reeves,  W.  P.  State  experiments  in  Australia  and  New  Zealand.  2  vols.  $6.  Rich- 
ards, London. 

Robinson,  A.  G.    The  Philippines.    $2.    McClure. 

Roosevelt,  Theodore,  and  Taft,  W.  H.    The  Philippines.    $1.     Macmillan. 

Rupert.  W.  W.    Geographical  reader.    65c.    Sibley. 


BOOK    LIST.  91 

Schreiner,  Olive.     Story  of  an  African  farm.     50c.     Burt. 

Scidmore,  E.  R.    China  the  long-lived  empire.    $2.50.    Century. 

Scott,  J.  E.    In  famine  land.    $2.50.    Harper. 

Seabury,  J.  B.     Porto  Rico.    See  World  and  its  people  series. 

Shaw,  C.  D.    Story  of  the  ancient  Greeks.    60c.    Ginn. 

Shaw,  E.  R.    Big  people  and  little  people  of  other  lands.     30c.     American  Book  Co. 

Shaw,  F.  L.     Castle  Blair.    $1.    Heath. 

Shoemaker,  M.  M.    The  heart  of  the  Orient.    $2.50.     Putnam. 

Smith,  A.  H.    Chinese  characteristics ;  Village  life  in  China,    ea.  $2.    Revell. 

Smith,  M.  C.    Life  in  Asia.    See  World  and  its  people  series. 

Sommerville,  Maxwell.     Sands  of  Sahara.    $2.    Lippincott. 

Stanley,  H.  M.    My  dark  companions.    $2.    Scribner. 

Starr,  Frederick.     Strange  people.    40c.     Heath. 

Statham,  F.  R.    Blacks,  Boers,  and  British.    $1.50.    Macmillan. 

Steevens,  G.  W.    Egypt  in  1898.    $1.50.    Dodd. 

Stevens,  J.  E.    Yesterdays  in  the  Philippines.    $1.50.    Scribner. 

Stevens,  Thomas.     Through  Russia  on  a  mustang.    $1.50.     Educational. 

Stockton,  F.  R.     Personally  conducted,  $2;  Roundabout  rambles,  $1.50;  Tales  out  of 
school,  $1.50.     Scribner. 

Stoddard,  J.  L.    Lectures.    10  vols.    ea.  $3.    2  supp.  vols.  ea.  $3.    Balch. 

Story,  A.  T.    Swiss  life  in  town  and  country.    $1.20.    Putnam. 

Strange  lands  near  home.    See  Youth's  Companion  series. 

Strickland,  Agnes.     Stories  from  history;  True  stories  from  ancient  history,     ea.  75c. 

Coates. 
Talks  about  animals.    See  Companion  series. 
Tappan,  E.  M.    In  the  days  of  William  the  Conqueror.    $1.    Lee. 

Tarr,  R.  S.,  and  McMurry,  F.  M.     Europe  and  other  continents.     Sec  Tarr  and  Mc- 

Murry  geographies  series. 
Taylor,   Bayard.     Boys   of  other   countries,   $1.25,   Putnam;   Travels   in   Arabia,  $1.25. 

Scribner. 
Terhune,  A.  P.    Syria  from  the  saddle.    $1.50.     Silver. 
Thomas,  E.  L.    The  early  story  of  Israel.    90c.    Longmans. 
Toward  the  rising  sun.    See  Youth's  Companion  series. 
Towle,  G.  M.    Magellan ;  Marco  Polo ;  Voyages  and  adventures  of  Vasco  da  Gama.    ea. 

$1.    Lee. 
Trotter,  Spencer.    Geography  of  commerce.    $1.10.    Macmillan. 
Twombly,  A.  S.    Hawaii  and  its  people.    See  World  and  its  people  series. 
Under  sunny  skies.    See  Youth's  Companion  series. 

Underwood,  Mrs.  L.  H.    Fifteen  years  among  the  top-knots.    $1.50.    Am.  Tract  Society. 
Van  Bergen,  Robert.     Story  of  China,  Story  of  Japan,  ea.  $1,  American  Book  Com- 
pany; Tales  of  our  new  possessions,  60c,  Whitaker. 
Van  der  Hoogt,  C.  W.    The  story  of  the  Boers.    $1.     Harper. 
Villari,  Luigi.    Italian  life  in  town  and  country.    $1.20.    Putnam. 
Wade,  M.  H.    Our  little  cousins.    See  Little  cousin  series. 
Wallace,  Lewis.    Ben  Hur.    $1.50.    Harper. 

Ward,  Herbert.    Five  years  with  Congo  cannibals.    $3.    Bonner. 
Webster,  W.  C.    General  history  of  commerce.    $1.40.    Ginn. 
Wide  world.    See  Youth's  Companion  series. 

Williams,  Archibald.     Romance  of  modern  engineering;  Romance  of  modern  explora- 
tion,   ea.  $1.50.    Lippincott. 
Wright,  H.  C.    Children's  stories  in  English  literature.    2  vols.    ea.  $1.25.    Scribner. 
Yonge,  C.  M.    Pilgrimage  of  the  Ben  Beriah.    $1.25.    Macmillan. 

Zwemer,  S.  M.  and  A.  E.     Topsyturvy  land,  7Sc. ;  Arabia:  the  cradle  of  Islam,  $2; 

Revell. 


92  teachers'   handbook  of  geography. 

SERIES 

BOY  TRAYELERS  SERIES.    15  vols.    ea.  $2.    Harper. 

Kno.x.  T.  W.  Africa;  Australasia;  Central  Europe;  Ceylon  and  India;  China  and 
Japan;  Egypt  and  the  Holy  Land;  Great  Britain  and  Ireland;  The  Levant; 
Mexico ;  Northern  Europe  ;  Russia  ;  Siam  and  Java  ;  South  America  ;  Southern 
Europe ;  On  the  Congo. 

CARPENTER'S  GEOGRAPHICAL  READERS.    5  vols.     ea.  6oc.    Am.  Book  Co. 
Carpenter,  F.  G.     Australia,  our  colonies,  and  other  islands  of  the  sea ;  Europe ; 
North  America ;  South  America ;  Asia. 

COMPANION  SERIES.     7  vols.     ea.  50c.     Perry   Mason  Company. 

By  land  and  sea;  Daring  deeds;  Greater  America;  Our  country,  East;  Our  country. 
West ;  Purpose  and  success ;  Talks  about  animals. 

DESCRIPTIYE  GEOGRAPHIES  FROM  ORIGINAL   SOURCES.     6  vols.     Mac- 
millan. 
Herbertson,   F.  L.   D.  R.     Africa,   75c;   North  America,   75c;   Central   and  South 
America,  7Sc;  Asia,  90c;  Australia  and  Oceania,  75c;  Europe,  75c. 

LIBRARY  OF  TRAVEL  SERIES.     10  vols.    ea.  50c.    Flanagan. 

George,  M.  M.  Little  journeys  to  China  and  Japan;  France  and  Switzerland; 
England  and  Wales ;  Hawaii  and  the  Philippines ;  Holland,  Belgium  and  Den- 
mark; Italy,  Spain,  and  Portugal;  Norway  and  Sweden;  Russia;  Scotland  and 
Ireland;  Mexico  and  Central  America. 

LITTLE  COUSIN  SERIES.     25  vols.     ea.  6oc.     Page. 

Wade,  M.  H.,  and  others.  Our  little  African  cousin ;  Armenian ;  Brown ;  Cana- 
dian;  Chinese;  Cuban;  English;  Eskimo;  French;  German;  Hawaiian;  Indian; 
Irish;  Italian;  Japanese;  Jewish;  Korean;  Mexican;  Norwegian;  Philippine; 
Porto  Rican ;  Russian;  Siamese;  Swiss;  Turkish. 

PEOPLE  AND  PLACES  HERE  AND  THERE.    .5  vols.     ea.  40c.     Educational 
Pratt,  M.  L.    Stories  of  Northern  Europe;  Australasia;  England;  China;  India. 

PICTURESQUE  GEOGRAPHICAL  READERS.    6  vols.    Lee. 

King,  C.  F.  Home  and  school,  50c. ;  This  continent  of  ours,  72c. ;  The  land  we  live 
in,  3  vols.,  ea.  56c. ;  Northern  Europe,  56c. 

TARR  AND  McMURRY  GEOGRAPHIES.    3  vols.    Macmillan. 

larr,  R.  S.,  and  McMurry,  F.  M.  Home  geography  (California  State  series), 
60c. ;  North  America,  75c. ;  Europe  and  other  continents,  7Sc. 

WORLD  AND  ITS  PEOPLE.     12  vols.    Silver. 

First  lessons,  36c. ;  Glimpses  of  the  world,  36c. ;  Our  own  country,  50c. ;  Our  Ameri- 
can neighbors,  60c. ;  Modern  Europe,  60c. ;  Life  in  Asia,  60c. ;  Views  in  Africa, 
60c.;  .Australia  and  the  islands  of  the  sea,  68c.;  Hawaii  and  its  people,  68c.; 
South  American  republics,  60c.;  Story  of  the  Philippines,  60c.;  Porto  Rico,  6oc. 

YOUTH'S  COMPANION  SERIES.  ,7  vols.    ea.  2Sc.    Ginn. 

Industries  of  to-day;  Northern  Europe;  Strange  lands  near  home;  Toward  the 
rising  sun  ;  Triumphs  of  science ;  Under  sunny  skies ;  Wide  world. 


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